blood brothers by willy russell - teachit english · mickey and edward blood brothers by willy...

Mickey and Edward

Blood Brothers by Willy Russell

© www.teachit.co.uk 2015 24305 of 15

Teaching notes

There are a number of activities for students below, including close-text analysis of Mickey

and Edward’s first meeting, dramatizing the scene, and building towards an essay

response about Mickey and Edward’s relationship (designed for the Edexcel and AQA

exams).

Here are some suggested responses to Task one:

1. How do the boys behave towards each other right at the start?

Edward is ‘bright and forthcoming’, so cheerful, open and welcoming; Mickey is

very suspicious.

2. What does the sharing of sweets reveal about the boys?

Mickey’s use of language is confrontational, and he expects Edward to refuse.

Mickey is still suspicious, especially when he ends up with a big handful.

3. How does the boys’ use of language contrast when they talk about Sammy?

Mickey uses slang (‘bleedin’ and ‘pissed off’) while Edward’s colloquialism ‘super

fun’ is not derogatory, and he is entertained by Mickey’s use of language. The

universal humour of small boys unites them.

Exam-style question

The student sheet is intended for students to consider the question and make some notes

in order to start planning an essay. This activity could be used as guided attempt at a first

essay where students are given support throughout the whole planning process with the

essay being completed individually at the end. Remember to choose the appropriate

sheet for your exam board!

NB Page references are taken from the Bloomsbury edition (1995)

Mickey and Edward



The activities below will help you to understand the relationship between Mickey and

Edward. First, read the part of the play where the boys meet (from p.22 EDWARD: Hello.

to p.24 MICKEY: Yeh. If y’want.).

Task one

After reading the boys’ first meeting, discuss your responses to the questions below.

1. How do the boys behave towards each other right at the start?

2. What does the sharing of sweets reveal about the boys?

3. How does the boys’ use of language contrast when they talk about Sammy? What

unites them?

Task two

Work in a pair, and choose one character each (Mickey or Edward). Imagine you are

going to act out the scene, and complete the table below for your chosen character to

show the main differences in how the boys are presented on the stage.

Skill What will you do?

Voice – How will your voice be

different from your own?

Louder/softer, deeper/higher,

faster/slow. Will you use an accent?

What sort? Why?

Movement – How does your

character move around the stage?

Is he fast or slow? Why? Does he

sit/stand/kneel/roll around? Why?

Mickey and Edward



Facial expressions – How does

your character use facial

expressions to show how he is

feeling? Think about eyes,

eyebrows, nose, mouth.

Gestures – What sort of gestures

might you use to express your

character’s feelings?

Task three

Re-read the extract below, from pp.23-24. Annotate the script with your ideas from Task

two.

MICKEY: I might do. But I'm not playin' now 'cos I'm pissed off.

EDWARD (awed): Pissed off. You say smashing things don't you? Do you know any more

words like that?

MICKEY: Yeh. Yeh, I know loads of words like that. Y' know, like the 'F’ word.

EDWARD (clueless): Pardon?

MICKEY: The 'F' word.

EDWARD is still puzzled. MICKEY looks round to check that he cannot be overheard, then

whispers the word to EDWARD. The two of them immediately wriggle and giggle with

glee.

EDWARD: What does it mean?

MICKEY: I don't know. It sounds good though, doesn't it?

Mickey and Edward



Compare the boys’ use of language here. What does Edward’s reaction tell us about him?

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

EDWARD: Fantastic. When I get home I'll look it up in the dictionary.

MICKEY: In the what?

EDWARD: The dictionary. Don't you know what a dictionary is?

MICKEY: 'Course I do … It's a, it's a thingy innit?

EDWARD: A book which explains the meaning of words.

MICKEY: The meaning of words, yeh. Our Sammy'll be here soon. I hope he's in a good

mood. He's dead mean sometimes.

What is the significance of Mickey not knowing what a dictionary is? What does this tell

us about Edward’s education?

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

Mickey and Edward



EDWARD: Why?

MICKEY: It's 'cos he's got a plate in his head.

EDWARD: A plate. In his head?

MICKEY: Yeh. When he was little, me Mam was at work an' our Donna Marie was

supposed to be lookin' after him but he fell out the window an' broke his head. So they

took him to the hospital an' put a plate in his head.

How does this tale highlight the differences in the boys’ home lives?

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

EDWARD: A plate. A dinner plate?

MICKEY: I don't think so, 'cos our Sammy's head's not really that big. I think it must have

been one of them little plates that you have bread off.

EDWARD: A side plate?

MICKEY: No, it's on the top.

EDWARD: And … and can you see the shape of it, in his head?

MICKEY: I suppose, I suppose if y' looked under his hair.

What does the fact that both boys believe Sammy has a piece of crockery in his head tell

us about them? How does it link to Edward asking Mickey to be his best friend?

...................................................................................................................................

...................................................................................................................................

Mickey and Edward



...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

EDWARD (after a reflective pause): You know the most smashing things. Will you be my

best friend?

MICKEY: Yeh. If y'want.

Task four

Act out the scene with a partner, then complete the table below, listing the main

differences between the ways you played the boys.

Mickey Edward

Mickey and Edward



Task five

Think about how the boys’ use of language, and their interaction with each other, shows

their difference and where relevant, their similarities. Using your ideas so far, answer the

question below.

From what we learn about the characters from their first meeting, in what ways are

Mickey and Edward different?

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

Mickey and Edward



Exam-style question for AQA

Below is an example question. To begin planning an answer, fill in the boxes with as much

information as you can.

How does Willy Russell present childhood and growing up in Blood Brothers?

Write about:

the ways particular characters change as they grow up

how Russell presents childhood and growing up by the way he writes

Describe Mickey as a young boy. What is his life like? Consider his family, his friends,

playing out and games. Evidence?

Describe Edward as a young boy. What is his life like? Consider his family, his friends,

playing out and games. Evidence?

How does this make us feel about childhood?

Mickey and Edward



How are the boys’ experiences of childhood different? Evidence?

Describe Mickey as a teenager. What is life like? Consider the fun he has, Linda and

school. Evidence?

Describe Edward as a teenager. What is life like? Consider the fun he has, Linda and

school. Evidence?

Mickey and Edward



How does this make us feel about being a teenager?

How important is family to Mickey? Why? Evidence? How important are friends? Why?

Evidence?

How important is family to Edward? Why? Evidence? How important are friends?

Why? Evidence?

Mickey and Edward



How are the boys’ experiences of teenage life different? Evidence?

How are these differences linked to the boys are individuals and how are they linked to

society? Evidence?

You’ll now need to put these ideas within a whole essay:

Introduction: Briefly state why the theme of childhood and growing up is central to the

play, and how Russell writes about the theme.

Main essay: Bring together your ideas as a series of paragraphs. Begin with the points

you feel are your strongest and most important for the essay, and put them together in a

logical order.

Conclusion: Sum up your ideas with reference to the question.

Mickey and Edward



Exam-style question for Edexcel

Below is an example question. To begin planning an answer, fill in the boxes with as much

information as you can.

MICKEY: (looking at him) You don’t understand anythin’, do ye? I don’t wear a hat

that I can tilt at the world.

Explore the significance of the relationship between Mickey and Eddie.

You must refer to the context of the play in your answer.

When the boys first meet they immediately connect and become ‘blood brothers’. In

what ways do they connect with each other?

Why is this connection ironic?

Mickey and Edward



How does Eddie feel about Mickey a) as a young boy, b) as a teenager, c) as a man?

How does Linda affect their relationship a) as boys, b) as teenagers, c) as men?

How do their contrasting backgrounds make a difference to their lives and their

relationship?

Mickey and Edward



What do their backgrounds tell us about the society they were living in?

How does Mickey struggle in adult life? How can these struggles be compared to

Edward’s life?

Mickey and Edward



The boys were born and die on the same day – how does this complete the play?

You’ll now need to put these ideas within a whole essay:

Introduction: Briefly state why the theme of childhood and growing up is central to the

play, and how Russell writes about the theme.

Main essay: Bring together your ideas as a series of paragraphs. Begin with the points

you feel are your strongest and most important for the essay, and put them together in a

logical order.

Conclusion: Sum up your ideas with reference to the question.

blood brothers by willy russell - teachit english · mickey and edward blood brothers by willy...

Documents