Question 1: Describe Mrs Johnstone's character traits and how her background influences her actions in the play. Use specific examples to support your points.

Answer: Mrs Johnstone is portrayed as a caring, hardworking, and emotionally vulnerable woman. Her background as a working-class mother struggling to make ends meet influences her decisions, especially when she gives away her baby to Edward's family. For example, her initial hesitation and later regret highlight her emotional conflict and sense of maternal love. Her resilience is seen in her ability to cope with hardship, but her vulnerability makes her susceptible to despair, which impacts her relationship with her children and her decisions throughout the play.

Question 2: Perform a short monologue as Mickey expressing his feelings about discovering his true background. Focus on using voice projection and facial expressions to convey emotion.

Answer: In this performance task, you should craft a monologue where Mickey reveals feelings of confusion, betrayal, and anger upon learning about his biological connection to Edward. Use a strong, clear voice to emphasize key emotional moments. Incorporate facial expressions such as widened eyes or furrowed brows to display distress or bewilderment. Use physical gestures like clenched fists or tearful gestures to enhance the emotional impact. Remember to maintain eye contact with the audience to connect emotionally.

Question 3: Compare and contrast Edward and Mickey’s personalities. How do their backgrounds influence their behavior and choices?

Answer: Edward is presented as a privileged, well-mannered, and somewhat naive boy due to his affluent background, which shapes his confident and sometimes sheltered behavior. Mickey, coming from a working-class background, is more impulsive, emotionally driven, and sensitive to societal pressures. Their backgrounds influence their choices: Edward's upbringing leads to more sheltered decisions, while Mickey's environment fosters resilience but also insecurity. This contrast highlights themes of class and destiny in the play.

Question 4: Identify and describe a scene where Mrs Johnstone’s emotions are heightened. How would you use stage space and body language to express her feelings?

Answer: A key scene is when Mrs Johnstone confronts her feelings of guilt and regret after giving away her baby. To express her heightened emotions, stage space can be used to isolate her, perhaps by standing apart from other characters or at the edge of the stage. Body language should be tense—slumped shoulders, clutching her chest, or wringing her hands. Facial expressions should show distress, with tears or a pained look. Effective use of pauses and vocal tone can deepen the emotional impact.

Question 5: Practical task: Work in pairs to create a short scene showing the interaction between Edward and Mickey during their childhood. Focus on developing their relationship through dialogue and physical interaction.

Answer: In this scene, students should script a brief interaction where Edward and Mickey are playing or talking, emphasizing their friendship and innocence. Use naturalistic dialogue, incorporating casual speech and shared gestures, like mimicking each other or playful touches. Body language should reflect their closeness—facing each other, relaxed posture, and eye contact. The scene should highlight the bond they share before social differences start to influence their relationship.

Question 6: How does the play use dramatic irony to develop the characters of Mrs Johnstone, Edward, and Mickey? Provide an example.

Answer: Dramatic irony occurs when the audience knows more than the characters. For example, the audience is aware that Mickey and Edward are twins, but the characters do not know this until later. This knowledge heightens tension and emphasizes themes of fate and class. Mrs Johnstone’s regret and Mickey’s insecurities gain more emotional depth because the audience understands the tragic connection between them, which the characters remain unaware of for much of the play.

Question 7: Describe how you would use costume to help portray Mrs Johnstone’s social background. What details would you include?

Answer: To portray Mrs Johnstone’s working-class background, her costume should be practical, worn, and modest. Items like a plain dress, an apron, and sensible shoes would reflect her everyday life. Accessories should be minimal, perhaps a simple hairstyle, and clothing may show signs of wear or practicality. This helps the audience immediately understand her social status and the economic challenges she faces.

Question 8: Write a brief character profile for Edward, including his personality, background, and how he changes throughout the play.

Answer: Edward is depicted as a kind, polite, and somewhat naive boy, raised in a wealthy, privileged environment. His background as an upper-class child influences his confident and sheltered demeanor. As the play progresses, Edward’s innocence and naivety are challenged by the realities of social division and the events surrounding his friendship with Mickey. By the end, Edward shows a sense of guilt and loss, reflecting on his social privilege and the tragic consequences of their circumstances.

Question 9: Perform a short improvisation where Mickey expresses his feelings about his future. Use voice and movement to convey hope, fear, or frustration.

Answer: In this improvisation, focus on embodying Mickey’s emotional state—whether hope, fear, or frustration—through posture, gestures, and vocal tone. For hope, stand tall with open gestures; for fear, hunch shoulders and speak in a hesitant voice; for frustration, use quick movements and a loud, sharp voice. Incorporate naturalistic language and pauses to make the expression authentic. Remember to use spatial awareness to reflect his emotional intensity.