Character



| |Character |How do they do this? |Evidence |

|Moves the plot on, sets off a chain | | | |

|of events | | | |

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|Is used to create tension or conflict| | | |

|in the action | | | |

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|Is used to express the writer’s | | | |

|viewpoint | | | |

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|Is used to contrast with writer’s | | | |

|point of view | | | |

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| |Character names |How do they do this? |Evidence |

|Acts as a voice of reason | | | |

|Aware of others’ feelings | | | |

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|Enables | | | |

|Comments on the action to help the | | | |

|audience | | | |

Teacher’s notes

Higher level students may be given the sheet as it stands. Foundation level students may need extra help; perhaps the page references to look up before they make their decision.

The references given could also be used to help prepare quotations on slips of paper so that students may sort and match them to characters before attempting the grid.

The references given as clues are not exhaustive and alternative correct references may be found.

Follow-up activity

Once the students have decided who has what function and how, the next stage should be to determine the EFFECT or CONSEQUENCES of these functions on the action, characters or themes of the play.

Possible ways are:

• Paste the sheet to one side of A3 paper and beside each row add an extra consequences/effect column to fill in after discussion. Feedback.

• Flow chart several ‘functional actions’ (perhaps divide around the class):

Alternately, the final box could be used to record how a theme was illuminated (or the theatrical purpose of the action etc.)

Plenary: Theme – History

The play acts as an example of history at work. Bennett’s viewpoint is that the events of history are almost arbitrary and cannot always be planned for or controlled. There are two quotations you may wish to share with the class (and perhaps use to elicit Bennett’s viewpoint):

Extension

1. Create a line continuum for the function of MAJOR – MINOR characters.

Discuss what makes one of the characters more major – or more minor – than another.

2. Mini-essay – PEE skills. Write up a character’s role in the play.

3. Discussion/written question

In what way do the dramatic functions of (a character/some of the characters), create consequences in the plot that support Bennett’s viewpoint that History is often (arbitrary/a matter of chance)?

Teacher’s sheet

| |Character names |How do they do this? |Evidence |

|Moves the plot on, sets off a chain |Headmaster |Brings in Irwin |Page 10 |

|of events | |Sacks Hector |Page 51 |

| |Dakin |Is seeing the Headmaster’s secretary |Pages 28-9 |

| | |Offering to have the final ride home with Hector |Page 103-105 |

|Is used to create tension or conflict|Headmaster |Opposes Hector’s methods |Pages 11-12, 53, 67 |

|in the action | |Makes Hector share class with Irwin |Page 52 |

| |Irwin |Sharing a class with Hector |Page 70 |

| |Dakin |Turns from Hector’s methods |Page 75 |

| | |Turning to Irwin’s methods |Page 63, 80 |

| | |Ignoring Posner |Page 42, 81 |

| | |Propositioning Irwin |Page 100-101 |

|Is used to express the writer’s |Hector |Represents a love of literature and culture for its own sake |Page 30, 37-9, 48 |

|viewpoint | |Argues Bennett’s view on History | |

| | | |Pages 64-69 |

| |Posner |Makes a genuine connection with literature, like Hector |Pages 54-56, 108 |

| |Mrs Lintott |Offers insight into women’s place in way history is seen (theme) |Pages 22, 84-85 |

| | |Comments on shallowness of presentation over content | |

| | | |Page 9 |

| |Rudge |Offers summary of what History is |Page 85 |

| |Character names |How do they do this? |Evidence |

|Is used to contrast with writer’s |Mrs Lintott |Offers a third way of seeing education |Page 8, 18, 33 |

|point of view | | | |

| |Irwin |Models the new way of seeing education |Page 26 (truth-exams), Dakin 47, 48 |

| | | | |

| | | |Page 19, 25-26, 59 (TV), 71-74, 108 |

| | |Models the new way of interpreting history | |

| |Headmaster |Represents the concern in education with results and reputation |Pages 8, 11, 67, 78 |

| |Rudge |Represents the ‘end point’ of education for function (Irwin) – education purely as a means to an |Pages, 33-34, 86, 97 |

| | |end | |

|Acts as a voice of reason |Mrs Lintott |Lets us see Headmaster’s pettiness |Page 50, 68-69 |

| | |Explains the boys to, and tries to advise, Irwin |Page 42-43 |

| | |Comments on Hector’s attitudes |Page 23 |

| | |Tells the truth about Hector |Page 95 |

|Aware of others’ feelings |Posner |Comforts Hector when he cries in the classroom |Page 65 |

| | |Recognises Irwin’s feelings for Dakin |Page 80 |

|Enables |Scripps |Plays the piano to enable the music and singing |Various i.e. page 40 |

| | |Is the confidante of Dakin so we can see what Dakin thinks (explains Dakin’s actions for the |Page 28, 44, 76, 80, 102 |

| | |audience) | |

|Comments on the action to help the |Scripps |Explains Posner’s feelings for us |Pages 2, 44 |

|audience | |Points out that neither he nor Dakin helped when Hector cried |Page 65 |

| | |Explains Irwin’s philosophy | |

| | |Explains plot events – Hector in trouble |Page 35 |

| | |Gives background to the accident; suggesting an agenda |Page 50 |

| | | |Page 105 |

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Consequence

Unused to the bike, perhaps Irwin is an unsafe passenger? Hector and Irwin have an accident that kills Hector and loses Irwin the use of his legs.

DAKIN: When Chamberlain resigned as Prime Minister in 1940 Churchill wasn’t the first thought; Halifax was more generally acceptable. But on the afternoon when the decision was taken Halifax chose to go to the dentist. If Halifax had better teeth we might have lost the war. (p.90)

RUDGE: There is no barring accidents. It’s what I said. History is just one fucking thing after another. (p.106)

Action

Dakin decides to thank Hector for his teaching by going on one last ride with him on his motorbike.

Reaction

The Headmaster is appalled and makes Irwin take Dakin’s place.

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