Learning Objectives: to learn about the terminology connected with semantic fields; to develop your speaking and listening skills; your ability to ask high order questions; to develop your reading skills.
Terminology to learn and apply:
Semantic field; this is words which are linked in meaning.
Low-frequency lexis: unusual or rarely spoken/written words
High-frequency lexis: common words
This scene focuses upon Mitch and Blanche’s unfolding relationship. Key discussion point: How does Williams represent Blanche and Mitch in this scene?
TASK: Read in your group the scene and look for words which have the common semantic field of:
Or any other semantic field that you can find.
DISCUSS in your group: WHAT are the words and phrases that employ the semantic field of love/loss/trauma/family? WHO employs these semantic fields and why? WHERE and WHEN does this happen? Write out the phrases that are linked by these semantic fields and explain their effects to your group. Then write down your thoughts.
WHAT are the EFFECTS of these semantic fields, of these words that linked by meaning and theme?
Learning Objectives: to develop your independent reading skills, to learn how to work out what is going on if you are confused, to learn how to discuss literary texts in groups; to learn how Williams uses conflicts between characters to create suspense, mystery and explore certain ideas and themes.
You are going to read until the end of Scene 2 in groups and discuss each scene in turn. Double-up roles if necessary.
This scene focuses primarily on Blanche, Stanley and Stella. What conflict between the characters is revealed here? What really interests you about this scene?
When you’ve finished each scene, have a discussion about what you think of the play so far…Each member in the group has a role:
An explainer: you try your best to explain what you think is going on… A questioner: you come up with questions to ask the group. Ask open-ended questions such as “What do you think of Blanche?” A “quoter”: you pick and read out interesting quotes and say why you think they are interesting, asking the group what they think. A theatre director: you discuss how might stage the play and what actors you would get to play the roles etc.
Homework: Now write your own reflections on what YOU THINK of this scene by replying down below. What do you think of the plot, the characters, the themes and the dramatic techniques? What interests you about the play? What are things you are confused by?
EXTENSION: Watch Suddenly Last Summer, another great Tennessee Williams’ play.