Professional Documents
Culture Documents
Formalist Perspective
Formalist Perspective
Multiple Critical
Perspectives
P R E S T W I C K H O U S E , I N C . 13
Multiple Critical
Perspectives A Streetcar Named Desire
Ê UÊvÀ
Ê UÊ`VÌ
Ê UÊÕÌÞ
1. Form
Ê UÊÊ
>`iVip
ÜÊÌ
iÊÜÀ`ÃÊÃÕ`°Ê7
iÊ>ÊV
>À>VÌiÀÊÀÊ>Ê>ÀÀ>ÌÀÊÃÊëi>}]ÊÌ
iÊÃÕ`ÊvÊÜ
>ÌÊ
he or she is saying, or how he or she is saying it, can give clues as to who the character is and why
he or she is in the work.
Ê UÊÊ,i«iÌÌpÃ>Þ}ÊÌ
iÊÃ>iÊÜÀ`]Ê«
À>Ãi]ÊÀÊVVi«ÌÊÛiÀÊ>`ÊÛiÀ°Ê"LÛÕÃÞ]ÊÜ
iÊÃiÌ
}Ê
is repeated several times, it must be important.
Ê UÊÊ,iVÕÀÀiViÃpÜ
iÊ>ÊiÛiÌÊÀÊ>ÊÌ
iiÊ
>««iÃÊÀiÊÌ
>ÊVi°ÊiÊÀi«iÌÌ]ÊÜ
iÊÃi-
thing is repeated, it is for a reason.
Ó°Ê VÌ
Ê UÊÊiÌ>ÌpÌ
iÊ `VÌ>ÀÞÊ `ivÌÊ vÊ >Ê ÜÀ`°Ê "LÛÕÃÞ]Ê Õ`iÀÃÌ>`}Ê Ì
iÊ i>}Ê vÊ Ì
iÊ
words used is vital to understanding a text. If a reader does not know what the words mean, he or
she can have no idea what is being said.
Ê UÊÊ
Ì>ÌpÌ
iÊÃÕLÌi]ÊVÞÊ>VVi«Ìi`Êi>}ÃÊvÊÜÀ`ðÊ
ÛiÊÌ
Õ}
Ê>ÊÜÀ`Ê>ÞÊÌiV
V>ÞÊ
mean one thing, the way it is used in society will often place a slightly different spin on the word. Take
for instance the word “condescension.” Though it literally means “the act of coming down voluntarily
to equal terms with a supposed inferior to do something,” modern use of the word gives it a negative
cast—when someone “condescends” now, he or she is acting superior to someone else.
14 P R E S T W I C K H O U S E , I N C .
A Streetcar Named Desire
Multiple Critical
Perspectives
Ê UÊÊÕÃÃpÃÊvÀÊÌ
iÊÌiÝÌÊ>ÌÊ
>`ÊÌÊÌ
iÀÊÜÀðÊ/
Õ}
ÊÌ
ÃÊ>Ài>ÊÃÊiÃÃÊvÀ>ÃÌÊÌ
>ÊÌ
iÊ
others (because it reaches outside of a text for meaning), it is still valuable to consider all of the
“connotations” of the word used. There is a reason the author wanted to link his or her text to that
of another author, and studying the allusion is the only way to reveal that reason.
Ê UÊÊL}ÕÌÞpÃÊÌ
iÊÕÃiÊvÊ>Ê«ii`i`ÊÜÀ`ÊÀÊ«
À>ÃiÊÌ
>ÌÊ
>ÃÊÕÌ«iÊi>}ðÊÕÃÌÊ>ÃÊÌ
iÊ
formalist asserts that a lack of form is a form, ambiguity can be used to connect several loose ends
in a work. The author can use ambiguity to help reveal his or her meaning.
Ê UÊÊ-ÞLp>ÊVVÀiÌiÊÜÀ`ÊÀÊ>}iÊÕÃi`Ê>ÞÊÌÊÀi«ÀiÃiÌÊ>Ê>LÃÌÀ>VÌÊVVi«Ì°Ê1`iÀÃÌ>`}Ê
the use of a word or image to suggest deeper meanings can help a reader gain more from the text.
The meaning of the text can be found in the many facets of a symbol.
3. Unity
Ê UÊÊ/
iÊ ÕÃiÊ vÊ iÊ ÃÞL]Ê >}i]Ê v}ÕÀiÊ vÊ Ã«iiV
]Ê iÌV°Ê Ì
ÀÕ}
ÕÌÊ >Ê ÜÀÊ ÃiÀÛiÃÊ >ÃÊ >Ê Ì
Ài>`Ê ÌÊ
connect one particular instance with every other occurrence of that symbol. Unity helps remind
the reader of what has already happened and shows him or her how what is happening currently
relates to earlier events or forthcoming events.
Ê UÊÊÀ>ÃÌÊVÀÌVÃÊ`ÊÌÊÊvÀÊ«iÀviVÌÊÕÌÞ°Ê/
iÞÊÊvÀÊÌiÃÊ>`ÊVvVÌ°ÊÀÞÊ>`Ê«>À>-
dox are very important—irony being the use of a word or a statement that is the opposite of what
is intended or expected, and paradox being the existence of two contradictory truths. This tension
is what drives the work.
P R E S T W I C K H O U S E , I N C . 15
Multiple Critical
Perspectives A Streetcar Named Desire
1. Does the work exhibit the characteristics of a particular form, or does it have a unique form?
4. What is the point of view of the narrator? How does this point of view affect the story being told?
6. Is there any sound that keeps recurring throughout the work? What is it? What does it mean? How
does it affect the work?
9. Are there any visual patterns in the work? What do they do for the work?
10. What details of the setting seem to indicate meaning? (Time of day, season, physical location, weather?)
13. Are there any paradoxes in the work? Any ironies? What are they? What effect do they have on the
tone or plot of the work?
Ê UÊ>Þâ}ÊÌ iÊÀi«iÌÌÛiÊÕÃiÊvÊÕÃV>ÊÌ iiÃÊÊ>Ê`À>>ÌVÊ«À`ÕVÌ
Ê UÊ Ý«À}ÊÌ iÊÕÃiÊvÊVÃÌÕiÃÊÌÊ`iÛi«ÊV >À>VÌiÀÃ
Ê UÊ Ý>}ÊÌ iÊÀi«iÌÌÛiÊÕÃiÊvÊÌvÃ
16 P R E S T W I C K H O U S E , I N C .
A Streetcar Named Desire
Multiple Critical
Perspectives
Activity One
1. Copy and distribute the handouts: A Streetcar Named Desire: Formalist Activity One Questions:
Varsouviana, The Blue Piano, and Other Music and Sounds.
2. Divide the class into three groups or a number of groups divisible by three (NOTE: as each group
will be examining the entire play, you might want to leave the groups large enough to make the task
manageable).
3. Assign each group (or allow each to choose) either the Varsouviana, the Blue Piano, or other music
and sounds.
4. Have each group examine the play and answer the questions on the handouts that pertain to their
assigned topic.
5. Reconvene the class and ask a representative of each group to present its answers.
Ê UÊÊÜÊ`iÃÊÌ
iÊÕÃVÊÀi«>ViÊÜ
>ÌÊÜÕ`ÊLiÊ>ÀÀ>ÌÊÊ>ÊÛi¶Ê-«iVvV>Þ]Ê
ÜÊ`iÃÊÌ
iÊ«>Þ-
wright use the Blue Piano music and the Varsouviana to communicate emotions and transitions?
Ê UÊÜÊ«ÀÌ>ÌÊ>ÀiÊÌ iÊÕÃVÊ>`ÊÃÕ`ÊivviVÌÃÊÌÊÞÕÀÊÕ`iÀÃÌ>`}ÊvÊÌ iʫ̶Ê/ iÊV >À>VÌiÀö
Ê UÊ7 >ÌÊivviVÌÊ`ÊÌ iÊÕÃVÊ>`ÊÃÕ`ÊivviVÌÃÊ>ÌÌi«ÌÊÌÊVÀi>Ìi¶
P R E S T W I C K H O U S E , I N C . 17
Multiple Critical
Perspectives A Streetcar Named Desire
Questions: Varsouviana
2. With what character or plot element is the music associated? What specifically is happening, being
said, or being revealed when the music begins playing?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
3. When does the music end? What specifically is happening, being said, or being revealed when the
music stops playing?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
5. List the scenes in which the song is played. Then, indicate what is happening, being said, or being
revealed when the music begins and when it ends. Finally, for each use, what words does Williams
use to describe the mood of the song (e.g., the song plays calmly, wildly, etc.)?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
18 P R E S T W I C K H O U S E , I N C .
A Streetcar Named Desire
Multiple Critical
Perspectives
6. How does the playwright’s use of the Varsouviana develop the character of Blanche?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
7. How does the progressive use of the Varsouviana theme propel the action of the play?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
8. How does the progressive use of the Varsouviana theme heighten the suspense or tension of the play?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
9. How essential would it be for a company planning a production of A Streetcar Named Desire to make
certain they had the music of the Varsouviana to play during their performances? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
P R E S T W I C K H O U S E , I N C . 19
Multiple Critical
Perspectives A Streetcar Named Desire
1. When does the audience first hear the music of the Blue Piano?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
2. With what character or plot element is the music associated? What specifically is happening, being
said, or being revealed when the music begins playing?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
3. When does the music end? What specifically is happening, being said, or being revealed when the
music stops playing?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
5. List the scenes in which the music is played. Then, indicate what is happening, being said, or being
revealed when the music begins and when it ends. Finally, for each use, what words does Williams
use to describe the mood of the music (e.g., the music plays calmly, wildly, etc.)?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
20 P R E S T W I C K H O U S E , I N C .
A Streetcar Named Desire
Multiple Critical
Perspectives
6. How does the playwright’s use of the Blue Piano develop the character of Stanley? Of Stella? Of
Blanche?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
7. How does the progressive use of the Blue Piano music propel the action of the play?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
8. How does the progressive use of the Blue Piano music heighten the suspense or tension of the play?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
9. How essential would it be for a company planning a production of A Streetcar Named Desire to make
certain they had appropriate music for the Blue Piano to play during their performances? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
P R E S T W I C K H O U S E , I N C . 21
Multiple Critical
Perspectives A Streetcar Named Desire
1. In addition to the Varsouviana and the Blue Piano music, what other music, background noise, or
sound effects are called for in the script?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
2. For each song or effect listed above, list the scenes in which the effect is heard. Then, indicate what
is happening, being said, or being revealed when the effect begins and when it ends. Finally, what is
the purpose of the sound (e.g., advance the plot, develop character, create mood)?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
3. With what character or plot element is each sound associated? What specifically is happening, being
said, or being revealed when the sound begins? When the sound ends?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
4. How does the playwright’s use of music and sound effects develop the character of Stanley? Of Stella?
Of Blanche?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
5. How does the playwright’s use of music and sound effects propel the action of the play?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
22 P R E S T W I C K H O U S E , I N C .
A Streetcar Named Desire
Multiple Critical
Perspectives
6. How does the playwright’s use of music and sound effects heighten the suspense or tension of the
play?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
7. How essential would it be for a company planning a production of A Streetcar Named Desire to make
certain they had appropriate music and sound effects to play during their performances? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
P R E S T W I C K H O U S E , I N C . 23
Multiple Critical
Perspectives A Streetcar Named Desire
Activity Two
1. Copy and distribute the handouts: A Streetcar Named Desire: Formalist Approach Activity Two: Analysis
of Blanche’s Costumes and A Streetcar Named Desire Formalist Activity Two: Questions.
2. Divide the students into small groups, keeping the groups large enough so that each group can
review the entire play.
3. Have each group review the entire play and complete the charts on the Analysis of Blanche’s Costumes
handout.
4. Have students in their groups discuss the questions on the Questions handout.
5. Reconvene the class and allow each group to report its findings.
24 P R E S T W I C K H O U S E , I N C .
A Streetcar Named Desire: Formalist Activity Two
Use the chart below to graph the information in the above chart, especially key events in the development of the plot, key stages in Blanche’s
character development, and the corresponding costume notes.
P
Scene wearing? (e.g. words e.g. moldy- (e.g. Blanche first Blanche received logical state (e.g.
green pants suit) looking, clingy) mentions husband) news of former agitated but opti-
beau’s death) mistic)
R E S T W I C K
Scene One
H
O U S E
,
I
Scene Two
N C
.
Scene Three
A Streetcar Named Desire
Scene Four
Perspectives
Multiple Critical
25
26
Important previ- Blanche’s emo-
What is Blanche Key descriptive Key plot events ous event(s) (e.g. tional or psycho-
Scene wearing? (e.g. words e.g. moldy- (e.g. Blanche first Blanche received logical state (e.g.
Perspectives
Multiple Critical
green pants suit) looking, clingy) mentions husband) news of former agitated but opti-
beau’s death) mistic)
Scene Five
P
R E S T W I C K
Scene Six
H
O U S E
,
I
N C
A Streetcar Named Desire
.
Scene Seven
Scene Eight
Important previ- Blanche’s emo-
What is Blanche Key descriptive Key plot events ous event(s) (e.g. tional or psycho-
Scene wearing? (e.g. words e.g. moldy- (e.g. Blanche first Blanche received logical state (e.g.
green pants suit) looking, clingy) mentions husband) news of former agitated but opti-
beau’s death) mistic)
Scene Nine
P
Scene Ten
R E S T W I C K
H
O U S E
,
I
Scene Eleven
N C
.
Scene One: Blanche arrives, lost,
to [the] setting.”
Perspectives
Multiple Critical
27
Scene Eleven: Blanche is taken away—
destroyed.
Questions
1. How does Williams use costume notes to suggest aspects of Blanche’s character? Please give specific
examples. (For example, what does Blanche’s costume in the opening scene suggest about her? How
do the stage directions and costume notes work to introduce Blanche to the audience?)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
2. How and why does Williams use dialogue to call attention to and/or explain particular aspects of
Blanche’s costumes?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
5. How does the use of costuming communicate information about the characters that would be included
in the narration of a novel?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
28 P R E S T W I C K H O U S E , I N C .
A Streetcar Named Desire
Multiple Critical
Perspectives
6. How does the costuming affect your impression of the other character: Stanley? Stella? Mitch and the
poker players?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
A. Does the costuming make these characters more or less realistic? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
7. How is costuming used to compare and contrast characters within the same scene?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
P R E S T W I C K H O U S E , I N C . 29
Multiple Critical
Perspectives A Streetcar Named Desire
Activity Three
1. Copy and distribute the handout: A Streetcar Named Desire: Formalist Activity Three: Analyzing Motifs
and Recurring Images.
2. As a class, make a list of the various motifs and recurring images or ideas that appear in the play.
Do allow students to suggest—and take note of—all reasonable motifs, but guide the students to
include:
Ê UÊ >V
i½ÃÊL>Ì
ÃÊ
Ê UÊ>Ê>}iÀÞ
Ê UÊ}
ÌÊÛiÀÃÕÃÊ`>À
Ê UÊ*
ÞÃV>ÊÛiÀÃÕÃÊiÌ>ÊÌ>VÞ
3. Divide the students into enough groups so that each identified motif is explored by at least one group.
4. Have each group examine the play and complete the requested information on the handout for its
assigned motif or image.
6. As a class, explore and discuss the effectiveness of Williams’s use of these motifs or recurring images.
Ê UÊÊ7
>ÌÊ`iÃÊÀi«iÌÌÊvÊÌ
iÊÌvÃÊ>VV«Ã
ÊÌ
>ÌÊVÕ`ÊÌÊLiÊ>VV«Ã
i`ÊÌ
ÀÕ}
ÊÀiÊV-
ventional narrative means?
Ê UÊÊiÃÊÌ
iÊv>VÌÊÌ
>Ì]Ê>ÃÊ>Ê«>Þ]ÊStreetcar was intended to be viewed and not read have any bearing on
the motifs Williams chose and how he used them?
Ê UÊÊÊÜ
>ÌÊÜ>ÞîÊ`iÃÊ7>ýÃÊÕÃiÊvÊÌ
iÃiÊÌvÃÊ
i«Ê
ÊÀÊ
`iÀÊ
ÊÊVÕV>Ì}ÊÜÌ
Ê
his audience?
30 P R E S T W I C K H O U S E , I N C .
A Streetcar Named Desire: Formalist Activity Three
How is this motif/image generally used (e.g., plot device, sound or visual effect, etc.)?
__________________________________________________________________________________________________________________________
__________________________________________________
As you review the play, answer the following questions for each occurrence of your assigned motif/image.
P
Is any pattern
With what Does the motif/ or progression
What is hap- Does the motif/ Does the motif/
R E S T W I C K
character(s) is image contrib- apparent with
pening when image advance image develop
H
Scene the motif/im- ute to tone each successive
the motif/image the plot? character?
age associated? or mood? (In occurrence of
appears? (How?) (Who? How?)
O U S E
(If any) what way?) this motif/im-
,
age? (Describe)
I
N C
.
Scene One
Scene Two
A Streetcar Named Desire
Scene Three
Perspectives
Multiple Critical
Scene Four
31
32
Is any pattern
With what Does the motif/ or progression
What is hap- Does the motif/ Does the motif/
character(s) is image contrib- apparent with
Perspectives
Multiple Critical
P
Scene Five
R E S T W I C K
H
Scene Six
O U S E
,
I
N C
A Streetcar Named Desire
.
Scene Seven
Scene Eight
Is any pattern
With what Does the motif/ or progression
What is hap- Does the motif/ Does the motif/
character(s) is image contrib- apparent with
pening when image advance image develop
Scene the motif/im- ute to tone each successive
the motif/image the plot? character?
age associated? or mood? (In occurrence of
appears? (How?) (Who? How?)
(If any) what way?) this motif/im-
age? (Describe)
P
Scene Nine
R E S T W I C K
Scene Ten
H
O U S E
,
Scene Eleven
I
N C
.
Briefly explain the purpose of the motif or image you are analyzing and its overall contribution to the meaning or impact of the play.
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
A Streetcar Named Desire
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
Perspectives
Multiple Critical
33
__________________________________________________________________________________________________________________________
Multiple Critical
Perspectives A Streetcar Named Desire
Discussion Questions
1. How does Williams employ nonverbal techniques to provide additional information to his audience?
3. Are there any paradoxes in the play? Any ironies? What are they? What effect do they have on the
tone or plot of the work?
4. How do the setting (essentially the interior of a two-room apartment) and the narrative timeline (chrono-
logical order with no flashbacks) contribute to the emotional and psychological impact of the play?
1. In his famous work, The Poetics, the Greek philosopher Aristotle argued that well-crafted plays had to
adhere to the three Unities: Unity of Time, Unity of Place, and Unity of Action. Write a well-reasoned and
well-supported essay in which you demonstrate how effectively Williams adhered to these three unities
and the effect this adherence (or lack thereof) had on the overall success of A Streetcar Named Desire.
2. Support, refute, or qualify the thesis that the plot structure and events and the development of the
character of Blanche DuBois all support an interpretation of A Streetcar Named Desire as a tragedy.
3. In a well-developed essay, analyze the use of audio and visual effects as narrative and dramatic
devices in A Streetcar Named Desire.
34 P R E S T W I C K H O U S E , I N C .