Pygmalion. Act I & Act 2 (Part 1): Quiz. Act I: A Social Microcosm . Characters—Major, Minor and the Crowd; class relations and language Setting – St. Paul, Covent Garden and Eliza’s Plot Development and Themes .
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Pygmalion Act I & Act 2 (Part 1): Quiz
Act I: A Social Microcosm Characters—Major, Minor and the Crowd; class relations and language Setting – St. Paul, Covent Garden and Eliza’s Plot Development and Themes
1 [A]. …. I shall simply get soaked for nothing. [B] And what about us? Are we to stay here all night in this draught, with next to nothing on. You selfish pig— Who is [B]? • The flower girl • The mother • The daughter • Another theatre goer.
2. Which of the following is NOT an adequate description of the flower girl? • She is cute and romantic. • Her hair needs washing. • She is as clean as she can be. • She needs some dentist work.
3. The Mother: Why does she care so much about the girl’s calling her son Freddy? • She does not remember it. • She wants to find out why the son is famous. • She is worried that her son is connected with this girl. • She is worried that the girl will call the police.
4. The hubbub: Why is the flower girl afraid of the Note-Taker’s taking notes about her? (choose the wrong one) • She thought that he would charge her for speaking to the gentleman. • She thought that it’s wrong to keep off the curb. • She thought that he disagreed with her calling him “captain.” • She thought that she was not supposed to leave Lisson Grove.
5. The Two Gentlemen about the flower girl (choose the wrong one) • The note-taker calls her names, such as “squashed cabbage leaf.” • The gentleman speaks for the girl and says that she means no harm. • The note-taker thinks that the flower girl’s kerbstone English will keep her in the gutter forever. • The gentleman is willing to buy flowers from the girl.
6. Which of the following are NOTSigns of Class Distinction found on the Street? • Being called Freddy or Charley. • Language and accent • Dress and boots 4. The way one whistles.
2. Setting & Stage Direction -- Eliza’s and Higgins’ Rooms -- St. Paul’s Church in Covent Garden & issues of money, class and spirituality
7. Setting: Why is the setting of the church in the market important? • There is in this play a contradiction between the religious spirit of human equality and the market’s evaluation of people in terms of the money they have. • Covent Garden joins the east and west areas of London. • It’s a place where people of different classes meet. • It is a place of spiritual salvation. Choose the wrong one.
8. How do Higgins’ room and Eliza’s reflect the owners’ personalities respectively? • Higgins likes sweets, as is evidenced in the chocolate he has. • Eliza has a bird as her pet. • Higgins has a lot of equipments, reflecting his interest in science. • Eliza has a fashion plate of ladies, suggesting her interest in becoming a lady. Choose the wrong one.
9. What are the significant sound effects in Act 1 and what do they mean? 1. The lightening suggests that the clash between Eliza and Freddy is an important one. 2. Higgins’ conscience is wakened up by the clock. 3. The church clock also suggests human mortality. 4. The sound of the rain creates a gloomy atmosphere in Act 1.
10. Theme: Discussion of Eliza’s Education • Eliza is willing to offer 2/5 of her daily income to get educated. • Mrs. Pearce asks about her position in the household, as well as her future. • Pickering asks if Higgins knows that she has feelings. • Higgins is rude and impetuous all the way through. Choose the wrong one.
11/2 Class Discussion Questions • What is Act I about? How do you learn it from stage direction? • Do you have any experience similar to Act I? Why is the Note-Taker (Higgins) offensive? Why is accent important to him? What do you think about people speaking in different accents? • After reading Act 1 and Act 2, what do you think the play is about? Are there any stories you can associate with this play? How? • “Related” Stories: • “Cinderella” story: Pretty Woman, • Human Creation story: Frankenstein, etc. • “Self-Made Man” (from Rags to Riches) vs. Class Differences • PYGMALION STORIES & ART http://www.bluemorning.org/pygmalion/stories/index.htm
Every Group: Characters About the story you chose, or Pygmalion What do you think of the characters? How do they act? What are their gestures? Clothing, etc. Are there any symbols associated with them? About the story you chose, or Minor Ones: • The Upper Class vs. the Flower Girl: How would you characterize the traits and relationship of the mother (Mrs Eynsford Hill ), daughter(Clara Eynsford Hill), and son (Freddy Eynsford Hill)? How would you compare and contrast them with the flower girl (Eliza Doolittle)? Major Ones: • Two Scientists: How would you describe the gentleman (Pickering)? How does he compare and contrast with the note-taker (Higgins)? Pay attention to their different treatments of the flower girl.
In-Class Practice • Character Sketch • Line Rehearsal* • Role Study -- http://www.spike.com/video/p/978359 4:00; 12:48 • Director: Main Idea • Script Writing: Scene Division and Focus
Standard American [t] as in “little” Stressed [i] as in “bee” Unstressed [i] as in “silly” and “country” [aU] as in “out” Cockney Becomes a glottal stop [?], “li’l” Becomes [eI] as in “paid” Becomes [I] as in “bit” and “little” Becomes [æ + ƏU] Cockney the Trick: a nasal tone quality Utah State Office of Education
Utah State Office of Education MY FAIR LADY Transcribe in groups of 4 or 5 • “I ain’t done nothing wrong by speaking to the gentleman. I’ve a right to sell flowers if I keep off the curb. I’m a respectable girl: so help me, I never spoke to him except to ask him to buy a flower off me.” • “What did you take down my words for? How do I know you took me down right? You just show me what you’ve wrote about me. What’s that? That ain’t proper writing. I can’t read it.”
Utah State Office of Education MY FAIR LADY with Standard American • 6:40 “I ain’t done nothing wrong by sp[i]king to the gen[t]leman. I’ve a right to sell flowers if I k[i]p off the curb. I’m a respectable girl: so help m[i], I never spoke to him except to ask him to buy a flower off m[i].” • “What did you take down my words for? How do I know you took m[i] down right? You just show m[i] what you’ve wro[t]e about m[i]. What’s that? Tha[t] ain’t proper wri[t]ing. I can’t r[i]d it.”
MY FAIR LADY with Cockney changes • “I ain’t done nothing wrong by sp[eI]king to the gen[?]leman. I’ve a right to sell flowers if I k[eI]p off the curb. I’m a respectable girl: so help m[eI], I never spoke to him except to ask him to buy a flower off m[eI].” • “What did you take down my words for? How do I know you took m[eI] down right? You just show m[eI] what you’ve wro[?]e about m[eI]. What’s that? Tha[?] ain’t proper wri[?]ing. I can’t r[eI]d it.” 6:40
11/9 Class Discussion Questions • Act 2: Language and Rhetoric –What are the rhetorical skills used by Mr. Doolittle? Why are his statements funny? Choose 2 of his ideas and 1 if Higgins and discuss how you agree and/or disagree with them. • Act 2 and 3: Comedy of Manners: What are the comical elements in these two acts? • Eliza’s Education: What has she achieved in the first part of Act 3 (the at-home party), and where does she fall short? • Act 3 Higgins and Pickering vs. Mrs. Higgins
Every Group: Creative Adaptation About the story you chose, or Pygmalion – Finalized Script • What is the theme and main message of your work, as opposed to the original one? (They can be the same.) • Which scene do you want to focus on in your text? • Which perspective? Mrs. Pearce?’s On Homer Barren’s? • How much dialogue? Among whom? Are you going to fill out the gaps in the original texts? • Setting – location and main props • Casting