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The Crucible Act One These icons indicate that teacher’s notes or useful web addresses are available in the Notes Page. This icon indicates that a worksheet.

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Presentation on theme: "The Crucible Act One These icons indicate that teacher’s notes or useful web addresses are available in the Notes Page. This icon indicates that a worksheet."— Presentation transcript:

1 The Crucible Act One These icons indicate that teacher’s notes or useful web addresses are available in the Notes Page. This icon indicates that a worksheet accompanies this slide. This icon indicates that the slide contains activities created in Flash. These activities are not editable. For more detailed instructions, see the Getting Started presentation. 1 of 23 © Boardworks Ltd 2006

2 Plot summary exercise Worksheet Four accompanies this slide.

3 Setting the scene Re-read the stage directions given before the play starts. Miller takes great care to set the scene before the play opens. He gives detailed information about the stage furniture, and also about the look of the room where the action takes place. He also tells the reader/director about the lighting that should be used. Furniture Lighting chair narrow window with leaded panes bed morning sunlight chest small table burning candle What effect will the lighting and sparse furnishings have on the audience?

4 Setting the scene This is a picture taken from a production of The Crucible. Try to identify all the different things that Miller describes. Is there anything missing from the stage? What lighting is being used?

5 Setting the scene Worksheet Five accompanies this slide.
It is important to emphasize how gloomy and claustrophobic the set is, especially with the plain, bare furnishings and lack of light. This atmosphere is sustained throughout the play.

6 Puritan costume This is a picture of Abigail, taken from a production of the play. Notice how the director has used a very sharply contrasting black and white costume, whereas in reality the clothes would have become quite dirty and worn. Why do you think the director might have done this? demure posture, hair tied neatly back The black and white could symbolize the Puritans’ sharply defined moral code, and their rigid definition of good and evil. white bonnet, shawl and apron What else can you say about her costume? plain black dress

7 Can you see any other accuracies or inaccuracies in the costume?
Puritan costume The Puritans wore very plain clothes, a fact that reflects their society very clearly. As we have already seen, they followed a very strict moral code, and this extended to the way that they dressed. What is wrong with the Puritan costume below? She would probably have been wearing a bonnet. Make-up was not allowed. Jewellery was not allowed. Red would not have been worn as it is too bright. You could also say something about her posture as well as her costume, as girls were expected to keep their heads down with their eyes lowered, and standing with hands on hips would have been considered very rude. High-heeled shoes would not have been allowed. Can you see any other accuracies or inaccuracies in the costume?

8 The characters Worksheet Six accompanies this slide.

9 The characters We meet a great many characters in the first act, some of whom are very important to the story, others less so. It is vital to study the major characters in detail. However, some of the minor people are crucial to the story as well. Tituba is the first to be accused and is an easy target because she is a slave of very low status. Tituba She is a figure of high status in the town and makes her daughter Ruth ask Tituba to 'conjure up the dead' in the first place. Ann Putnam He embodies everything positive about their society; his kindness and bravery stand in stark contrast to the other characters. Francis

10 Parris Worksheet Seven accompanies this slide.

11 Tituba Worksheet Seven accompanies this slide.

12 Abigail Worksheet Eight accompanies this slide.

13 Rebecca Worksheet Eight accompanies this slide.

14 Hale Worksheet Nine accompanies this slide.

15 Abigail and John Proctor
Abigail and Proctor’s conversation is an important part of the play as it gives the audience information on their affair and also on their characters. Read the exchange again that begins 'Gah! I’d almost forgot how strong you are, John Proctor!' and finishes 'John, pity me, pity me!' Give me a word, John. A soft word. (Her concentrated desire destroys his smile.) Worksheet Ten accompanies this slide. The students will need to read the scene very thoroughly and should complete the worksheet themselves before discussing the slide in class. No, no, Abby. That’s done with. What do we learn about Abigail and Proctor? Find two quotations that define each of their characters.

16 Dramatic structure explained
The Crucible is divided into four acts but contains no scene demarcations. There are, however, flash points or ‘peaks’ of dramatic tension throughout the play. These are generally followed by moments of calm, or ‘troughs’. As the play progresses, these become more extreme. One peak of dramatic tension is when Abigail, Tituba and Betty confess. High Tension levels Time An example of a trough is when Parris and Proctor are bickering about money. Low Think about what you have read so far. Can you identify any other moments of tension and calm? What effect do you think this type of dramatic structure has on the audience?

17 Witchcraft There is no suggestion in the play that Miller believes in witchcraft. In fact, he seems to feel that religion is as dangerous and full of superstition as the so-called ‘black arts’. For more background on Arthur Miller’s opinions and thoughts, as well as information on the characters as they were in real life, look at the detailed background that he intersperses with the play during Act One. '…The necessity of the Devil may become evident as a weapon, a weapon designed and used time and time again in every age to whip men into a surrender to a particular church or church-state.' This is the first of a number of ‘Witchcraft’ slides included in the presentations. Witchcraft is obviously an important and ongoing theme and as such will be covered in more detail later on. What else does this quotation tell you about Miller’s attitude to religion and the Devil?

18 Power Worksheet Eleven accompanies this slide.
There is a corresponding activity on slide 14 in the presentation for Act Three where the students are asked to reassess the power levels for the same characters to see how they have changed. These activities are incorporated into the same worksheet so that the students can compare their findings more easily. This is the first of a number of ‘Power’ slides included in the presentations. Power is obviously an important and ongoing theme and as such will be covered in more detail later on.

19 Quotations Worksheet Twelve accompanies this slide.

20 Directing Abigail Imagine you are the director of The Crucible. The actress playing Abigail is in your charge. What will you need to tell her? How should my key lines be delivered? What do I need to wear? How should I talk to the other characters? How should I hold myself and move? Worksheet Thirteen accompanies this slide. What props do I need? What are my key lines and scenes? What else do I need?

21 Abigail To type a message students should use the buttons on the phone. Clicking on the + button scrolls through the letters available on each button. The students are required to think about Abigail’s essential feelings, as they don’t have any words to waste. This activity could usefully be repeated at other points in the play.

22 Learn the meanings of three more words in Act One.
Vocabulary Worksheet Twenty accompanies this slide. The students should do the worksheets before going through this activity in class as it requires them to go through the act meticulously to find the right words. Learn the meanings of three more words in Act One.

23 Act One questions 1. From your reading of Act One, what would seem to be the major themes of the play? 2. Should a director choose to add to the play, recreating the scene where the girls dance in the forest? If yes, how and why should this be done? 3. How could the stage set contribute to the sense of claustrophobia apparent in this first act? 4. What seems to you to be the high point of tension, or climax, of this act? How might you stage this to develop the tension?


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