Pygamalion – Act I
Victorian Lit Circles: Pygmalion - George Bernard Shaw
Name: Due Date:
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For the next two weeks, you will be involved in a small literature circle to read, comprehend and analyze Pygmalion. You and your group will decide how to divide the reading and assignments between class time and homework.
Directions:
✓ While the reading is being done, each member should be completing his/her ACTIVE READING work. This is INDIVIDUAL work. You may choose to read during class time as a group (reading-aloud) OR at home. Either way, in this chart, you must make observations about characters that are presented in the section read, identify interesting quotations, and identify the basic elements of the chapter (5Ws: Who? What? Where? When? Why?).
✓ After filling in the chart, you must come up with an individuation question regarding the sections read. So, the first question will obviously consider only the first few pages of the book, but as you go on throughout the novel, questions can be expanded to address the rest of the novel.
✓ At the beginning of each period, go over what each member has written in their AR chart, and share your discussion question. Take notes on observations from your group members, and during discussion.
✓ When this is completed, move to the formal questions in this packet and as a discuss conclusions about each question. Write your responses in the space provided. You may choose to complete these questions as a group, during class; or as homework and then discuss your responses during class time.
Ms. Molinaro will stamp each “section” assignment at the end each class period. If you have not finished, you may continue working on it, but the stamp will indicate how diligently you have worked and will be a determinate in the final assessment of this packet.
BACKGROUND
SHAVIAN DRAMA
Shavian (referring to Shaw) drama is the type of politically and socially charged “discussion play” made popular by George Bernard Shaw and his contemporary, Oscar Wilde. Shavian theater is in direct contrast to the simplistic fare deplored by Shaw and typically found on the Victorian stage.
From Ovid’s Metamorpheses
Bk X:243-297 Orpheus sings: Pygmalion and the statue
‘Pygmalion had seen them, spending their lives in wickedness, and, offended by the failings that nature gave the female heart, he lived as a bachelor, without a wife or partner for his bed. But, with wonderful skill, he carved a figure, brilliantly, out of snow-white ivory, no mortal woman, and fell in love with his own creation. The features are those of a real girl, who, you might think, lived, and wished to move, if modesty did not forbid it. Indeed, art hides his art. He marvels: and passion, for this bodily image, consumes his heart. Often, he runs his hands over the work, tempted as to whether it is flesh or ivory, not admitting it to be ivory. he kisses it and thinks his kisses are returned; and speaks to it; and holds it, and imagines that his fingers press into the limbs, and is afraid lest bruises appear from the pressure. Now he addresses it with compliments, now brings it gifts that please girls, shells and polished pebbles, little birds, and many-coloured flowers, lilies and tinted beads, and the Heliades’s amber tears, that drip from the trees. He dresses the body, also, in clothing; places rings on the fingers; places a long necklace round its neck; pearls hang from the ears, and cinctures round the breasts. All are fitting: but it appears no less lovely, naked. He arranges the statue on a bed on which cloths dyed with Tyrian murex are spread, and calls it his bedfellow, and rests its neck against soft down, as if it could feel.
‘The day of Venus’s festival came, celebrated throughout Cyprus, and heifers, their curved horns gilded, fell, to the blow on their snowy neck. The incense was smoking, when Pygmalion, having made his offering, stood by the altar, and said, shyly: “If you can grant all things, you gods, I wish as a bride to have...” and not daring to say “the girl of ivory” he said “one like my ivory girl.” Golden Venus, for she herself was present at the festival, knew what the prayer meant, and as a sign of the gods’ fondness for him, the flame flared three times, and shook its crown in the air. When he returned, he sought out the image of his girl, and leaning over the couch, kissed her. She felt warm: he pressed his lips to her again, and also touched her breast with his hand. The ivory yielded to his touch, and lost its hardness, altering under his fingers, as the bees’ wax of Hymettus softens in the sun, and is moulded, under the thumb, into many forms, made usable by use. The lover is stupefied, and joyful, but uncertain, and afraid he is wrong, reaffirms the fulfilment of his wishes, with his hand, again, and again.
‘It was flesh! The pulse throbbed under his thumb. Then the hero, of Paphos, was indeed overfull of words with which to thank Venus, and still pressed his mouth against a mouth that was not merely a likeness. The girl felt the kisses he gave, blushed, and, raising her bashful eyes to the light, saw both her lover and the sky. The goddess attended the marriage that she had brought about, and when the moon’s horns had nine times met at the full, the woman bore a son, Paphos, from whom the island takes its name.
Pygmalion – Act I Active Reading
Basic information: Who is this chapter about? What is it about? Where does it take place? When does it take place? Why is this chapter important or significant in relation to the rest of the story?
Observations: Describe the characters. Look for something that stood out to you. Look for events or characters that were scary or ridiculous. Did anything surprise you in this section? What was the most exciting, interesting, funny, or confusing part?
Quotations: Write down at least two interesting quotations (include the page number!) and the theme it relates to for this unit. What makes this quote interesting? How does it connect to the theme? What does it reveal or tell you about Victorian life and culture?
1.
2.
Your Discussion Question:
Responses/notes from group discussion:
Act I Post-Reading Questions
St. Paul’s Church The Opera House Covent Garden
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1. The stage directions at the beginning of Act I discusses the setting. What is the setting? This setting brings together what two places? Are these two places symbolic? What issues about money, class and spirituality are raised in this act?
2. From what event are the people leaving as the story begins?
3. Why does the flower girl protest, “I am a good girl, I am!”
4. The note taker is assumed to be of what profession? What actually is his profession?
5. What does the note taker say about a "woman who utters such depressing and disgusting sounds"? How does he feel about her dialect? What does he claim he could do for the flower girl within six months?
6. Eliza's room: How does this room, like her appearance and the way she sleeps, reflect Eliza's social background and her personality? You’ll need to read the stage directions at the end of Act I in the play for this.
7. 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)? In other words, which of them strike you as being independent and active?
8. 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.
9. How do the divisions of social classes become an issue in this act? How are class differences embodied in the people's different treatments of the flower girl. How is language related to class divisions? How are the characters presented so far a microcosm of London?
Pygmalion – Act II Active Reading
Basic information: Who is this chapter about? What is it about? Where does it take place? When does it take place? Why is this chapter important or significant in relation to the rest of the story?
Observations: Describe the characters. Look for something that stood out to you. Look for events or characters that were scary or ridiculous. Did anything surprise you in this section? What was the most exciting, interesting, funny, or confusing part?
Quotations: Write down at least two interesting quotations (include the page number!) and the theme it relates to for this unit. What makes this quote interesting? How does it connect to the theme? What does it reveal or tell you about Victorian life and culture?
1.
2.
Your Discussion Question:
Responses/notes from group discussion:
Act II Post-Reading Questions
Dwelling of the poor Middle class home
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1. Describe the setting in Act II. How is Higgins' room a contrast to Eliza's, which we see at the end of Act I? What does the room as well as its decorations suggest about Higgins' personality and life (think about Mr. Elizabeth Prescott)? How does the stage direction characterize Higgins?
2. When Higgins recognizes the flower girl at his house the next day, what is his reaction?
3. In the dialogue between Higgins and Eliza, what more do we find about the personality of each of them? What does Eliza want to achieve? And how about Higgins?
4. In the dialogue among Higgins, Pickering, Eliza and Mrs. Pearce, what kind of cautions do Pickering and Mrs. Pearce give to Higgins respectively? And how does Higgins respond to them?
5. How would you describe Mrs. Pearce's relationship with Eliza? Consider the suggestions she gives to Eliza, as well as the way she bathes her.
6. What role does Mrs. Pearce play in serving as a housekeeper for Higgins? Higgins says after their dialogue that Mrs. Pearce thinks him "overbearing" while he is actually "shy," "diffident," and never feeling grown-up. Which of these two is a closer description of Higgins, or both?
7. Describe Eliza's father, Mr. Doolittle. Why does he come to Higgins' home? What does he want from Higgins?
8. Why does Mr. Doolittle prefer "undeserving poverty"? Why does he refuse ten pounds?
9. What is Mr. Doolittle’s view of marriage? Higgins finds his argument irresistible: what do you think about his argument?
10. This is a play about education, and more specifically, learning English and learning to be a lady. What are Eliza's lessons like? In their first lesson what is Higgins like as a teacher? Is Eliza as a student? How does the “rain on the plain” scene mark a turning point in the play?
Pygmalion – Act III Active Reading
Basic information: Who is this chapter about? What is it about? Where does it take place? When does it take place? Why is this chapter important or significant in relation to the rest of the story?
Observations: Describe the characters. Look for something that stood out to you. Look for events or characters that were scary or ridiculous. Did anything surprise you in this section? What was the most exciting, interesting, funny, or confusing part?
Quotations: Write down at least two interesting quotations (include the page number!) and the theme it relates to for this unit. What makes this quote interesting? How does it connect to the theme? What does it reveal or tell you about Victorian life and culture?
1.
2.
Your Discussion Question:
Responses/notes from group discussion:
Act III Post-Reading Questions
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1. Where does Henry Higgins decide to take Eliza to test her skills?
2. The beginning of Act III is set in the home of Mrs. Higgins, Professor Higgins's mother. How does the setting, contrast with Professor Higgins's home? What does this setting reveal about Mrs. Higgins? Judging just from the setting, how does she differ from her son?
3. Describe the relationship between Mrs. Higgins and her son. Do you agree with her assessment of her son's social skills? How would you describe his manners and etiquette during the "at-home"?
4. As Professor Higgins and Colonel Pickering are discussing Eliza with Mrs. Higgins, how would you characterize their treatment of Eliza? Do they understand the implications of their "experiment"? In what ways is their discussion of Eliza alarming? Is Mrs. Higgins's right when she says that the two men treat Eliza as a "live doll"?
5. When Eliza arrives at the "at-home," she is wearing a new dress. In what ways does this change of costume once again suggest a "new" Eliza?
6. Watch Eliza's behavior and "performance" during the "at-home"? Higgins says that she is limited to talking only about health and weather. Does she follow the limitations? What aspects of her speech reveal that she is not yet a lady? How is the use of slang or the violation of social conventions? How does her behavior compare and contrast with Professor Higgins's behavior?
7. Is Eliza successful at the ambassador’s reception/ball? What rumors circulate about her?
8. What is society’s definition of a “lady”—from the perspective of the people at the reception?
9. Eliza’s manner of speaking is changing, but what about her self-identity and values is also changing? How would you describe Eliza during her appearance at the ambassador's party?
10. Being an interpreter, Nepommuck is also a language specialist. In what ways is he different from Higgins? How does he use his knowledge?
11. This Act ends with two surprises: 1 – Nepommuck's revelation of Liza's being a "fraud", and 2 – Liza's saying at the end that "nothing can make [her] the same as these people". What do these say about the relationship between language (manners) and class? What does it really mean to be a lady? Having good pronunciation, good manners, or a lot of money? What has Eliza learned so far about being a lady and what does she fail to be?
Pygmalion – Act IV Active Reading
Basic information: Who is this chapter about? What is it about? Where does it take place? When does it take place? Why is this chapter important or significant in relation to the rest of the story?
Observations: Describe the characters. Look for something that stood out to you. Look for events or characters that were scary or ridiculous. Did anything surprise you in this section? What was the most exciting, interesting, funny, or confusing part?
Quotations: Write down at least two interesting quotations (include the page number!) and the theme it relates to for this unit. What makes this quote interesting? How does it connect to the theme? What does it reveal or tell you about Victorian life and culture?
1.
2.
Your Discussion Question:
Responses/notes from group discussion:
Act IV Post-Reading Questions
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1. How would you compare and contrast Eliza as a "lady" in Act IV with Eliza as a flowergirl in Acts I and II? Has her education made her superior? Changed her?
2. What do Higgins & Pickering do when they get home from the Embassy? What do they talk about? Are they responsive to Eliza and her feelings?
3. Why does Eliza get Higgins' slipper? Does he expect her to? How does he respond after he finds the slippers? Why is it appropriate that she later throws the slippers at him?
4. How does Eliza feel? Why is she upset? What does she want? Why does she think getting married is like "selling herself"? Is her idea of buying and selling changed from those she expressed in Acts 1 & II?
5. Why does Eliza wish Higgins had left her where he had found her?
6. Higgins says to Eliza, "Now you are free and can do what you like". Is that true? In what ways is Eliza NOT free?
7. What does Eliza say to "shock and hurt" Higgins? Is there a symbolic meaning to Eliza returning to Higgins the ring he gave her? What do you think the ring meant to Higgins when he gave it to her? What did it mean to Eliza? (be aware it’s a pinky ring, not an engagement one).
8. How would you characterize Eliza's relationship with Freddy at the end of this act? How does her relationship with Freddy differ from her relationship with Higgins? Does Freddy provide something that Higgins does not? What does Freddy not have, in general? What does he not have that Higgins does?
9. Why does Eliza tell Freddy, "Don't you call me Miss Doolittle . . . Eliza is good enough for me.”
10. Eliza has a taxi take her somewhere. Where does she return? Does she belong there anymore?
Pygmalion – Act V Active Reading
Basic information: Who is this chapter about? What is it about? Where does it take place? When does it take place? Why is this chapter important or significant in relation to the rest of the story?
Observations: Describe the characters. Look for something that stood out to you. Look for events or characters that were scary or ridiculous. Did anything surprise you in this section? What was the most exciting, interesting, funny, or confusing part?
Quotations: Write down at least two interesting quotations (include the page number!) and the theme it relates to for this unit. What makes this quote interesting? How does it connect to the theme? What does it reveal or tell you about Victorian life and culture?
1.
2.
Your Discussion Question:
Responses/notes from group discussion:
Act V Post-Reading Questions
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1. What has happened to Alfred Doolittle since Act II? In what ways does his change in social class and position mirror Eliza's? How does Eliza feel about her own social change? How does her father's response differ from Eliza's?
2. This act begins on the morning after the events presented in Act III-IV. How do Higgins and Pickering respond to Eliza's departure the night before? Who is able to give the police the description of Eliza’s hair and eyes? Why?
3. How does Mrs. Higgins feel about it? After Mrs. Higgins explains Eliza's behavior to the two men, they each react quite differently. How does Higgins respond? How does Pickering respond?
4. Eliza seeks refuge at Mrs. Higgins’ house. Why is that the only place she has left to go?
5. When Eliza presents her view of being a lady, including the idea that "the difference between a lady and a flower girl is not how she behaves, but how's she's treated". Do you agree with her?
6. After Eliza tells Henry that he can listen to her voice on the gramophone if he misses her, he replies to himself, “But I can’t turn your soul on.” What does this reveal about Henry Higgins?
7. Like the sculptor Pygmalion, Higgins claims "By George, Eliza, I said I'd make a woman of you; and I have". How, though, does this play offer a revised version of the original Pygmalion myth?
8. What does this play suggest as possible results of education? What does the play suggest about the differences between social classes? What does it suggest about marriage and family?
9. When Eliza talks with Higgins and Pickering, she presents her view of being a lady, including the idea that "the difference between a lady and a flower girl is not how she behaves, but how's she's treated." Do you agree with her? After seeing the play, what do you think a lady is?
10. How would you characterize the relationship between Eliza and Higgins in Act V? They seem to have different goals for life. What does Higgins view as meaningful in life? What does Eliza want in her life? Can you see positive values in both Eliza's and Higgins' views? How do they really feel about the other?
11. The movie ends very differently than Shaw’s original play (esp. with his epilogue). What is the validity in Shaw’s ending? Why do you think it was changed for the movie? Which version to do you like better? Why? Is either the ending you would have for the play? What would be yours?
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