Gender Roles and Power LQ: How does Williams show the gender struggle through the characters and their interaction?

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric, proleptic

ironyCONTEXT TERMS: misogyny, equality, gender equality, segregation,

marginalisation, segregation, discrimination, alienation, polygamy

Gender Roles and Power 

LQ: How does Williams show the gender struggle through the characters and their interaction?

Use the blog:Justuslearning.com > blog >

+ search “Streetcar”

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the play

present struggles

EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and

form present struggles in the play, using my knowledge of social and historical context

OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the

language, structure and form present struggles in the play, using my knowledge of social and historical context to illuminate alternative interpretations

How does Williams show the Gender struggle in these directions?

Who seems happier? Why? EXT: can you link this to your wider reading?

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom

STRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

Scene Four – Stage directions to open the scene…It is early the following morning. There is a confusion of street cries like a choral chant. Stella is lying down in the bedroom. Her face is serene in the early morning sunlight. One hand rests on her belly,

rounding slightly with new maternity. From the other dangles a book of colored comics. Her eyes and lips have that almost narcotized

tranquility that is the faces of Eastern idols. The table is sloppy with remains of breakfast and the debris of the preceding night, and

Stanley's gaudy pyjamas lie across the threshold of the bathroom. The outside door is slightly ajar on a sky of summer brilliance. Blanche

appears at this door. She has spent a sleepless night and her appearance entirely contrasts with Stella's. She presses her knuckles nervously to her lips as she looks through the door, before entering.

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

While reading Scene 5:

Why the inclusion of Eunice and Steve’s physical argument?

Who seems happier and more in control as a woman in this scene Stella or Blanche?EXT: Is there a message that the more independent sister is more troubled?What does the end of the scene tell us about:

1. Blanche’s self-esteem?

2. Her need for physical acceptance from men?

3. Gender politics?

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

While reading Scene 4: • As a contemporary audience member, who would you believe is going to be

happy with their lives? • Who seems happier? • What is Stella’s view of women in 1940s society?• Will Blanche be able to start a fresh? And why/why not? • What is her plan to achieve social and personal happiness?• Struggles? • Alienation, gender, class, dislocation?• Is our modern perception of gender roles an influence on our opinions? • Any key quotations?• EXT: why the train sound effects?

To conclude – let’s look closely into analysing Blanche’s speech at the end of scene 4

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

GOOD PROGRESS: I can articulate my analysis of the ways the language, structure

and form of the play present struggles

EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language,

structure and form present struggles in the play, using my knowledge of social and

historical context

OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways

the language, structure and form present struggles in the play, using my knowledge of

social and historical context to illuminate alternative interpretations