Appreciation

Welcome to yet another section on drama. This section is a continuation from the previous section. Did you know that understanding drama also involves exploring themes, style and language used by playwrights to convey their stories and messages? In this section, we will delve into identification of themes, style and language in drama texts. We will also explore how these themes are developed to bring out the main ideas and concerns in drama texts.

Practically, we will analyse the use of dramatic devices in different texts and finally, we will come to appreciate drama texts that reflect diverse contexts and concerns. It will be an interesting journey to explore more of the world of playwrights and their drama texts. Your involvement and enthusiasm are all it takes to make this experience enjoyable and indeed thrilling for everyone.

KEY IDEAS

• Dramatic devices are tools used to make the drama engaging and emotional. Examples of dramatic devices include: Story-telling technique, Cliff-hanger, Foreshadowing, Dramatic Irony and Folklore Elements.

• Drama reflects different contexts, like historical events, cultural traditions, and social issues.

• Style refers to how the drama is presented, such as using dramatic irony, traditional theatre, and symbolism. Language in drama shows characters’ actions, dialogues, and interactions.

• Themes are the main ideas and driving principles in drama texts. Examples include class and social status, poverty, and ambition.

• Themes and language help to express the main issues through character traits, dialogue, relationships and motivations. Style is developed using tone and dramatic devices like images and symbols which add depth to the story.

• To appreciate drama, we aim to understand its context, to analyse the characters, to study the themes, to examine the structure, to explore the setting, to appreciate dramatic techniques, and to reflect on personal responses.

Drama is an interesting way to discover important life lessons and human experiences.

Plays use themes, style and language to tell stories and make us think about the world around us. Let us identify how these elements work together to create meaningful drama.

What are themes in drama? Themes are the main ideas or messages in the play. They help us understand the challenges, dreams and emotions of the characters. Some common themes in drama are mentioned below.

1. Family and Responsibility: In the Marriage of Anansewa by Efua T. Sutherland, Ananse’s responsibility to secure his daughter’s future shows the channellings of balancing family duty with personal ambitions.

2. Ambition and Deception: The Marriage of Anansewa, proves how ambition can lead to deception as Ananse uses cunning tactics to improve his social and economic status.

3. Mass Hysteria and Fear: The Crucible by Arthur Miller, shows how fear and false accusations can cause chaos and destroy communities. Neighbours suddenly turn on each other and accuse people they have known for years of practising witchcraft and devil-worship. This causes a mass fear where logic no longer exists.

What is Style in Drama?

Style is how the story is told. It makes the play unique and memorable. Here are some examples of style used in drama:

1. Dramatic Irony: In The Crucible, the audience understands the hysteria and false accusations in Salem, which the characters fail to see making the events more powerful and threatening.

2. Traditional Theatre: The Marriage of Anansewa uses storytelling from the Akan culture in Ghana, with audience participation and lively performances to create a rich cultural experience.

3. Symbolism: In The Crucible, the Salem witch trials symbolise the dangers of mass hysteria and the consequences of blind conformity.

What is Different about Language in Drama?

Language in drama is like the voice of the characters. It reveals their personalities, relationships and goals. Short pauses, repeated words and long speeches in plays make characters feel real and relatable. For example, In The Marriage of Anansewa, language is used creatively to mirror traditional Ghanaian storytelling and Ananse’s cunning personality.

One example is Ananse’s use of proverbs and figurative language to manipulate situations to his advantage.

Drama combines themes, style and language to bring at times complex stories to life. By understanding these elements, we can better enjoy and appreciate the plays we read and watch. Let us discover more and see how these tools make drama powerful for everyone involved.

Activity 5.1

Revising Vocabulary: Themes, Style and Language

With your classmates, review your knowledge by defining themes, style and language in simple terms. The following questions could guide you:

1. What is a theme you remember from any story you have read?

2. How can individual language features used reveal a character’s personality in a story?

Activity 5.2

Reading Scenes or Acts

In a group, read the first scene or act of your prescribed drama text.

While reading, underline or note phrases or parts of the text that show important themes, styles and language. Example, In The Crucible, note words or phrases that show fear and panic in the town and discuss how this reflects the theme of mass hysteria.

Activity 5.3

Identifying Themes, Style and Language

Write down examples of themes, stylistic features (like irony or symbolism), and language from the play. If you have challenges in identifying these elements, be guided by the following question:

1. Theme: What is the main idea? (e.g., ambition in The Marriage of Anansewa).

2. Style: How is the story told? (e.g., traditional storytelling).

3. Language: What key phrases stand out? (e.g., Ananse’s use of proverbs).

Example: What does John Proctor say in The Crucible that shows his integrity?

Activity 5.4

Comparing Drama and Prose Texts

1. Think about a prose text you have read before and recall themes, style and language from the prose text.

2. Compare the elements in the prose text to that of the drama text you identified in the activity above. For example, compare how the theme of ambition in The Marriage of Anansewa is similar or different to ambition in a prose text like The Boy Who Spat in Sergranti’s Eye by Manu Herbstein.

Activity 5.5

Discussing Themes, Style and Language

In your group, discuss how themes, style and language help develop the plot. For

example, how does Ananse’s use of storytelling style in The Marriage of Anansewa make the play more engaging? These questions could guide you:

1. How do the themes shape the characters’ actions?

2. How does the style make the story exciting or emotional?

3. How does the language used reveal characters’ traits as the plot develops?

Activity 5.6

Creating Flip Chart Presentations

1. Create a flip chart to explain one theme, style or language feature from the play.

2. Use examples from the text to support your points.

3. Present your findings to the class and take feedback.

Imagine you and your friends are putting on a play for your school. You will want your audience to feel the excitement of the story and also think deeply about life, so you think carefully about three things:

1. What your play is about (theme): You agree that your play will be about friendship and how important it is to be together during hard times.

2. How will you present your play (the style): You add funny moments to make the audience laugh but also include serious parts to make them think deeply about the value of true friendship.

3. What your character will say in the play (the language): You decide to make some characters use casual, playful language, while others speak formally to suggest they are more serious or important.

As the audience watches, people see how your characters’ actions, words and interactions bring out the message of friendship. They laugh at the jokes, feel sad during emotional scenes and leave thinking about how they can be better friends in their own lives.

To enjoy and understand a play better, it is important to look at how its theme, style and language work together. These elements do not just make the play enjoyable; they help us discover important social issues, human emotions and even psychological topics like Identity and self-belonging, social class and economic status, false accusation and wrongful conviction, and gender roles and expectations.

The table below shows how these elements are developed to bring out the social issues in the play, using examples from your prescribed drama text.

Figure 5.1: A picture illustrating how theme, style and language are developed to bring out social issues

Activity 5.7

Critiquing Drama Texts

1. Form a group of five with your classmates

2. Read parts of your prescribed drama texts. Focus on actions of characters, themes and narrative techniques.

3. Use the critic guide table provided below as a guide to help you answer some questions while reading. For example, In The Marriage of Anansewa, how does Anansewa’s father’s actions reflect themes of love and sacrifice?

CRITIQUE GUIDE

QUESTIONS EVIDENCE FROM TEXT

What actions by the characters bring out the theme?

What narrative techniques are used?

How does the language used in the text reflect social concerns or characters’ emotions?

Activity 5.8

Identifying Social Concerns in Drama Texts

1. In your group, read through your drama texts and look out for the following:

a. Identify parts of the drama where themes address social concerns, such as:

Family values, Justice and fairness, the impact of societal norms.

b. Look out for the style and language use by noting the use of the following:

i. Dialogue (what do characters’ words reveal?)

ii. Imagery (Are there symbols that represent social concerns?)

iii. Tone (Are there words that highlight seriousness, humour or critical issues that bring out social concerns?

2. In your group, discuss and connect these concerns to something happening in your community and reflect on them.

Activity 5.9

Discussing Reviewed work

1. Join other groups and share your notes and critiques of the text you did in the activity above with the groups. For example, A group might say, “I think Ananse’s decision reflects the social concern of living a good life through any means possible. Do you agree?”

2. Take feedback from the groups as by asking them the following:

a. What they agree with in your critique.

b. What suggestions do they have for you to improve your critique?

Note

If you have difficulty in critiquing, share your thoughts even if they are brief.

Ask your group specific questions like, “Do you think this scene shows the theme well?”

Activity 5.10

Essay Writing

Individually, write an essay of your critique findings and feedback from your group.

The essay could be a two-page or one-page depending on your strength. Use the essay structure below as a guide.

1. Introduction: mention the drama, the theme and key social concerns. Example, In the Crucible by Arthur Miller, Salem’s witch trial reflects social fears and injustice.

2. Body: Discuss the key actions of characters, Narrative Techniques and Language, Examples from the text to support your points.

3. Conclusion: Summarise how the text highlights social concerns.

Dramatic devices are like ingredients used in preparing a meal. The dramatic devices, collectively, are what qualifies an author’s work as drama and not a different genre. They are the tools used by playwrights to create drama, tension and thus reveal emotions. There are many dramatic elements. Examples include dialogue, stage direction, monologues, soliloquies, flashbacks and foreshadowing. This week, we will focus on some specific dramatic devices used in your prescribed drama texts. Let us look at some of such dramatic devices.

1. Story-Telling Explanation Evidence in Text

This technique depicts how the playwright tells the story.

In a story-telling drama, there is the use of narrators.

Again, the way the characters communicate with each other also depict story-telling.

In The Marriage of Anansewa by Efua T.

Sutherland, Ananse acts as both narrator, engaging the audience directly, and as an actor.

In Arthur Miller’s The Crucible, Miller uses linear plot and developing characters to reveal the story through their dialogues and actions.

2. Cliff-Hanger Explanation Evidence in Text

A cliff-hanger is a moment of suspense at the end or a scene or act which makes the audience eager to see what happens next.

In common soap operas on TV like Brothers, most of the episodes shown one day end just when viewers are curious about what will happen next.

This is what is referred to as a cliff-hanger.

In The Marriage of Anansewa by Efua T.

Sutherland, Ananse pretends that his daughter Anansewa has died, leaving the audience in suspense about her fate.

In Arthur Miller’s The Crucible, John Proctor

is arrested and the play ends with Proctor opting to die and save his name.

3. Foreshadowing Explanation Evidence in Text

Foreshadowing gives hints or clues about what will happen later in the story.

Sometimes, foreshadowing can be a direct statement of what will happen. Sometimes, a foreshadow may not be as direct but a hint of what is to be expected.

In the above image for instance, readers only get the hint that “something was very wrong” but what exactly the problem is, readers are yet to find out.

That is how foreshadowing works.

In “the Marriage of Anansewa” by Efua T. Sutherland, Ananse’s early scheming and deceit foreshadow the chaos that will unfold later.

In Arthur Miller’s “The Crucible”, the tension in the community and the girls’ initial accusations foreshadow the widespread hysteria and tragic events that follow.

4. Dramatic Irony

Explanation Evidence in Text

When something occurs in a drama that the audience knows about but the characters themselves are unaware of, that is dramatic irony.

That point in a movie or drama where you are tempted to suggest something to a character based on what you heard or saw previously is what we term as dramatic irony.

If a friend puts poison in his best friend’s food in her absence, sometimes you find yourself asking the character not to eat it. This is because you know that the best friend might die.

In The Marriage of Anansewa by Efua

T. Sutherland, the audience knows that Anansewa is not actually dead but everyone else wrongly believes that she is.

In Arthur Miller’s “The Crucible”, the audience is aware of Abigail’s manipulation and lies, while the characters believe that those lies are actually true.

5. Folklore Elements

FOLKLORE ELEMENTS

Myths Riddles

Songs Proverbs

Folktales Explanation Evidence in Text

Folklore elements include traditional stories, myths and cultural practices that are woven into the play. These elements add depth and cultural significance to the story.

Examples include proverbs, songs, riddles, myths and folktales In The Marriage of Anansewa by Efua T. Sutherland, Ananse uses a lot of proverbs, mostly to manipulate situations to his favour Traditional songs are also used to enhance the cultural atmosphere. Songs are also used to provide commentary on events.

Riddles are also used to reveal cleverness.

The play references several myths that reflect the beliefs and traditions of the people.

Ananse himself is a character from many African folktales, known for his cunningness and trickery.

Activity 5.11

Revising Dramatic Devices in Mixed-Ability Groups

1. Form groups of four with classmates of different skill levels (and different gender where applicable).

2. Each group member should mention one dramatic device and explain it in their own words. If a member can recall other dramatic devices after everyone has had their turn, he/she should be allowed to mention them.

3. Find evidence of the dramatic device you mentioned in your chosen prescribed drama text (The Crucible or The Marriage of Anansewa), read out the instance in your drama text which supports your dramatic device to the group. If possible, explain which circumstances led to that scene (if there are any).

4. Rehearse one scene of a dramatic device with your friend (e.g. a foreshadowing scene in The Marriage of Anansewa) and perform it in front of your colleagues.

You will thus gain a deeper understanding of the devices as a class.

Activity 5.12

Discussing the Importance of Dramatic Devices

Let us use the 5-Whys Strategy to discuss and appreciate the importance of dramatic devices.

This strategy is often used during investigation or to cover truths or realities that may be hidden or that require deeper levels of thinking.

To use this strategy, you ask yourself “why” for the first time (as in, why are dramatic devices important), find a tangible reason for that and keep asking why, finding reasons on every occasion until you are sure that all the possible reasons are exhausted.

Now that you have a clear understanding of the 5-Whys Strategy, apply it in your drama text to find out the importance of dramatic texts and how the dramatic devices drive the plot. Use the example below as guide:

Dramatic devices are important.

a. Why? They make the work more real.

b. Why? They make the characters express the authors’ emotions (In this manner, you keep giving your reasons until you have exhausted all five whys).

c. Why?

d. Why?

e. Why?

Activity 5.13

Presenting and Receiving Feedback

Put your ideas together and present your findings to the whole class.

You can use a concept map, flip chart, PowerPoint presentation or board illustration for the presentation. The presentation should cover the following;

1. Dramatic devices with explanation and textual evidence (if available in text).

2. Importance of dramatic devices and how they drive the plot

3. A short drama on just a scene that depicts a dramatic device.

In drama, appreciation means understanding and enjoying the various elements that make up a literary work or the text. Appreciation involves delving deeper into the story to understand what the literal and deeper meanings of the work are. This helps readers understand the artistic and cultural significance of the text. You will be becoming more aware of the fact that an author’s background has a great influence on his or her works. Furthermore, different cultures have specific things that identify them. Through appreciation, all the hidden details can be uncovered and this makes the work more enriching for everyone. There are steps to guide you towards this journey of appreciation filled with eye-openers to make your experience understandable, enjoyable and fun. They discussed below.

1. Understand the context: It is important to dive into the context of any given story. It helps you to understand the story and appreciate it better. To understand the context, consider the circumstances in which the story takes place. For example; the context of The Marriage of Anansewa is a traditional African village in Ghana. Readers need to understand the typical African village life where the traditions of the land are held in higher esteem compared to the cities (the presence of singers and chiefs). Again, as of the time this book was written, transportation was mainly by bus, train and ferry-boat.

That is why Ananse says “…I travelled the country, by bus, by train, by ferry-boat.”

Ananse had to use these means of transport to send Anansewa’s pictures to the chiefs.

2. Analyse the characters: Characters are the heart of any story. To analyse them, ask yourself the following questions and answer them based on the particular text you are using:

a. What motivates the character?

b. Do their names have any significance (e.g. cultural or other significance)?

c. What are their strengths and weaknesses?

d. How does the character relate to/with other characters?

For example; in The Crucible by Arthur Miller, the character John Proctor is a complex one. He is a flawed hero who struggles with his own guilt and redemption. Analysing a character like John helps us understand the themes in the play.

3. Study the themes: In order to analyse the themes, we need to follow the following steps:

a. What is the work trying to say?

b. How do the characters and plot relate to the theme?

c. What message do you think the author hopes the readers will take away?

For Example: In The Marriage of Anansewa, one of the major themes is the importance of cultural heritage. The story highlights the significance of customs and values in an African society.

4. Examine the structure: The structure as we have already studied refers to how the text is organised and presented. Ask yourself the following questions while you examine the structure:

a. What is the plot sequence?

b. Does the plot take a standard form – exposition, rising action, climax, falling action and resolution or something else?

c. How do the chapters or scenes contribute to the overall story?

d. What literary devices are used to create suspense or tension?

For example: In The Crucible, the play is divided into four acts. Each act builds on the previous one, creating a sense of escalating tension and drama

5. Explore the setting: The setting is the place and time in which the drama takes place. The setting of a play has an influence on the plot and characters. The following questions can guide the appreciation of the setting of a play:

a. What is the historical or cultural setting of the play?

b. How does the setting shape the characters’ experiences and interactions?

c. What role does setting play in creating context, mood or atmosphere?

For example: The Marriage of Anansewa tells readers that the work dates back to 1975 when colonisation was still in place, hence, the typewriter.

6. Explore the elements of style: An author’s style is his/her unique way of writing. To appreciate the style, think about the following:

a. What literary devices does the author use? (metaphors, similes, other imagery)

b. How does the author’s use of language create tone or mood?

c. What role does the dialogue play in revealing character or advancing the plot?

For example: In The Crucible, Arthur Miller’s use of language creates a sense of urgency and tension. His dialogue is concise and revealing, exposing the characters’ motivations and conflicts.

7. Appreciate the dramatic techniques: The use of dramatic techniques such as flashback, such as foreshadowing, cliffhanger, dramatic irony, and storytelling, and how they have been used to create drama and tension should be appreciated. Example:

In The Marriage of Anansewa,the use of foreshadowing hints at the consequences of Ananse’s actions. This creates a sense of tension and anticipation in the reader.

8. Reflect on Personal responses: Reflect on how you responded to the different parts or aspects of the play. Discuss your thoughts with your friends and find out how they also think or feel about these aspects of the book. Note where you agree with your colleagues and where you don’t. Ask yourselves why your opinions and thoughts differ from your colleagues. Remember that it is a discussion and not a fight. Finally put all these thoughts together in a carefully crafted essay.

Activity 5.14

Reviewing Knowledge on Context

1. Form a group of four.

2. Now form a circle with your group members.

3. Get one soft ball as a group or crumble a sheet of paper into a ball.

4. Each group member should get the chance to catch the ball and share his or her knowledge on what context is.

5. If you are having trouble remembering, then each member should answer the following questions in turns, otherwise, move to the next activity:

a. Do you think an author’s background and experiences impact their work?

Give an example.

b. How does the author’s background influence the story?

Activity 5.15

Analysing Drama Texts

In your groups, identify the development of each of the following:

1. Characters

2. Themes

3. Structure

4. Setting

5. Style

6. Dramatic techniques such as cliffhanger and foreshadowing

Activity 5.16

Analysing the Author’s background

1. Search for the background of the author using the browser of your ICT device and read about him/her. Check the background of Arthur Miller / background of Efua T. Sutherland. Remember to read from multiple sources or options for verification and consistency.

2. Discuss how this author’s background affects or influences his/her work. You can use the questions below as guide.

a. How do you think Arthur Miller or Efua T. Sutherland’s background influence their work?

b. Which instances in the text exemplify, depict or reflect the author’s personal experiences?

Activity 5.17

Creating group-based critiques of drama texts

1. Using the steps in appreciating a poem, in your groups, discuss how the setting reflects the theme.

2. In your groups, examine how the characters of your prescribed text are connected to the themes in the text.

The following steps will guide you:

a. Who are the characters?

b. What are the themes in the text?

c. Do you see the themes playing out well due to the presence and progression of the text … the characters have a role to play in the development of the themes?

d. How do the characters help bring out the themes?

3. Prepare your responses in the form of an essay and present it to the class. Be willing to give and accept feedback.

1. What are themes in drama and why are they important in real life?

2. Name five themes from any of your prescribed texts.

3. Explain dramatic irony and give an example of when you have seen or experienced it in real life.

4. How is language used in any of your drama texts?

5. Below is a crossword puzzle with hints to guide you to solve it.

Instruction: Some of the words must go from right to left (across). Others must go from top to down (down). Each box must contain just one letter of the alphabet.

Individually, re-create this puzzle in your exercise book or on an A4 sheet and fill in the letters using the hints given below (across and down). The clues below will help you and the numbers by the clues (4. 5. 1. 2. and 3.) will show you where to write your answer.

ACROSS

4. a form of suspense usually in the end of a scene

5. Giving hints or clues on what is to come in a drama DOWN

1. a technique that involves telling a story in drama

2. a situation where the audience know something that some characters are unaware of

3. involves traditional stories, myths, cultural practices.

6. List and discuss at least three things to consider when appreciating a drama text.

7. Explain with evidence some themes in any of your drama texts.

8. Explain how traditional theatre conventions are used in any of your drama texts.

9. Explain how the use of language by a character in any of your drama texts, helps him/her achieve his/her goal. Use evidence from the text.

10. Explain how dramatic irony is used in The Marriage of Anansewa.

11. How does the use of dramatic elements impact the plot of your prescribed text?

12. Identify the social concerns addressed in your chosen prescribed text

13. Themes like family responsibility and ambition appear in some of your drama texts.

How do these themes reflect the struggle people face in life? Give an example of someone balancing family and personal goals in drama and in real life.

14. Dramatic irony makes the audience see the bigger picture in your drama texts.

In real life, how can seeing situations from different perspectives help us avoid mistakes?

15. Analyse the impact of cliff-hangers in your prescribed text.

16. Consider the how the background of the author might influence his/her work.

17. Create a short dialogue that uses dramatic irony to show a misunderstanding between characters. You might find it helpful to consider a comic instance.

18. Design a brief scene where a character uses proverbs similar to Ananse in The Marriage of Anansewa to solve a problem.

19. Write a paragraph explaining how a playwright’s choice of style and language can change the way an audience interprets a theme.

20. Discuss how effectively the dramatic devices convey the themes in The Crucible.

21. Convince your colleagues by writing an essay on why dramatic elements must not be overlooked in creating drama, using your prescribed text as point of reference.

22. Produce a detailed appreciation of your selected drama text.