The Visit and A Doll's House comparative

• Engels
• Upper Secondary (Key Stage 4)
• GCSE

Lesson objectives 

Preparation comparative drama 

Similarities and differences between Realism and Absurdism 

Looking closely at key extracts 

Comparing and contrasting character motivation, use of language, structure and themes and/or concepts 

AWL

                                                                 Visit five stations

Using your sticky notes, annotate highlighting differences in the following areas: tone, structure, character, and dialogue.

For each area use a different sticky note and show clearly, using a heading, which area you are responding to. 

Realism vs Absurdism 

Prepare your arguments to defend this idea: 

Why does your genre better reflect the human condition? 

Use quotes or references to the works to support your ideas. 

Research this genre and find quotes that support your argument. 

One key difference
between Realism and
Absurdism is…

Lesson objectives 

Looking closely at key extracts 

Comparing and contrasting character motivation, use of language, structure and themes and/or concepts 

Constructing and giving feedback on a BP

AWL

Considering extracts more closely - use these questions 

Why is this extract important for the play overall? 

What theme does it explore? 

How does it work dramatically?

What language techniques does it employ? 

Write your answers in your exercise book. 

Act 1 pg 30

Helmer asks Nora what she would like for Christmas. Read from: ‘NORA: If you really want …’ to ‘HELMER: … a man to keep.’

WHY is it important? This is an early insight into the nature of the Helmer marriage – Nora manipulative, Helmer controlling.

WHAT themes does it explore? Money will prove to be central to the plot. Nora’s coy behaviour also reflects the theme of theatricality that will be developed in the course of the action.

HOW does it work dramatically? The marital banter suggests that this will be a domestic comedy about a dizzy young wife. The serious reasons behind Nora’s need for cash will be more surprising to the audience when later revealed to Mrs Linde.

WHAT language techniques does it employ? Both characters ask rhetorical questions; both use animal images and generalise about animal behaviour – perhaps to avoid a direct and adult conversation.

Act 1 pp. 63 -64

Nora has been frightened by Helmer’s speech about lying mothers and tells the Nurse she will now be seeing less of the children. Read from: ‘NORA: Are they still asking to see me?’ to ‘NURSE: … didn’t lift a finger.’

WHY is it important? This scene shows that Nora does not leave her children lightly at the end of the play. Motherhood is a complex issue for her and she is already pondering her failings.

WHAT themes does it explore? The relationship between power, gender and money is seen starkly in the sad story of the Nurse.

HOW does it work dramatically? The revelation of a minor character as someone with a tragic story surprises us – and Nora, who finds an unexpected mirror of herself as a powerless woman.

WHAT language techniques does it employ? The Nurse’s answers are interesting because they are indirect. Nora’s questions about what she could ‘bear’ or ‘wanted’ do not seem relevant to someone with such limited power.

Act 2 pp. 72 - 73 

Nora has tried to prevent Helmer from dismissing Krogstad, but when she calls him ‘petty’ Helmer decides to assert himself. Read from: ‘HELMER: There now …’ to ‘HELMER: … tell him where to find me.’

WHY is it important? The action ensures that Krogstad will reveal Nora’s crime. She feels that her whole life is falling apart.

WHAT themes does it explore? The idea of individuality comes to the fore in this key moment in Nora’s development. This is the first time she has overtly criticised her husband.

HOW does it work dramatically? The comedy in this scene – Helmer’s pomposity is at its height and his behaviour is very childish – is a powerful counterpoint to the action itself. When finally alone to consider what Krogstad’s dismissal will mean, Nora becomes desperate.

WHAT language techniques does it employ? Helmer’s comic variations in tone from pomposity (‘Let what will happen, happen.’) to patronage (‘make all the noise you want’), show his failure to communicate properly with Nora.

Act 3 pp. 95 - 96 

Mrs Linde and Krogstad renew their old affection. He decides to

take back his letter. Mrs Linde says the truth must come out. Read

from: ‘KROGSTAD: I shall demand my letter back.’ to ‘MRS LINDE:

… I must get my coat on.’

WHY is it important? It radically changes expectations about the ending

of the play.

WHAT themes does it explore? It opens up new aspects of ‘society’ –

we discover the hard life of someone Nora has seen as a ‘stranger’.

HOW does it work dramatically? It subverts audience expectations

grounded in the conventions of the well-made play. Krogstad is not a

villain – but nor will there be a happy ending.

WHAT language techniques does it employ? Mrs Linde has a brief

soliloquy – a form usually associated with Nora. Her happiness

stresses that in the real world, everyone, not just the heroine, has an

inner life.

Act 3 pp. 98 - 99

Nora has performed her tarantella and Helmer insists on leaving the party. He then bustles Mrs Linde out. Read from: ‘HELMER: Well, we’ve got rid of her …’ to ‘NORA: Yes, I hope so.’

WHY is it important? The audience is keenly anticipating what will happen when Nora and Helmer are finally alone after the party.

WHAT themes does it explore? Nora’s growth as an individual is marked here. She speaks like an adult throughout.

HOW does it work dramatically? It creates suspense – will Nora give in to Helmer’s romantic overtures to win more time?

WHAT language techniques does it employ? Nora’s speech is full of irony. ‘Soon I shall sleep’ is a reference to suicide, like her hope for a quiet house. Helmer’s patronising ‘a real big human being’ ironically anticipates Nora’s later self-assertion.

Lesson objectives 

Fill out your summer reads 

Constructing thesis statements and topic sentences 

giving feedback on a BP

AWL

Venn diagram - MB files 

In pairs, draw a Venn diagram comparing the two plays. Complete for this information: 

Character motivation

Use of language

Structure

Themes and/or concepts 

Act 1

Concepts HL literature 

 A Doll's House 

Some concepts addressed in this text: 

Identity, (marriage) relationships, power dynamics, society

Find 8 key quotes, one for each concept, that illustrate these concepts in the play.&nbsp;<div>On the paper provided, write them down, including page numbers.&nbsp;</div>

Concepts HL Literature 

The Visit 

Some concepts addressed in this text:

justice, revenge, corruption, greed and moral compromise

Find 10 key quotes, one for each concept, that illustrate these concepts in the play.&nbsp;<div>On the paper provided, write them down, including page numbers.&nbsp;</div>

vengeance 

justice ( an eye for an eye) 

appearance versus reality 

Question 

<b>Hypocrisy</b>: a feigning to be what one is not or to believe what one does not : behavior that contradicts what one claims to believe or feel<div>especially : the false assumption of an appearance of virtue or religion</div><div>Mirriam Webster</div>

• Discuss how the stage directions in two plays you have studied contribute to the development of a key theme or themes.
  
• What are the theme(s) for these plays are developed through stage direction? Articulate a concept or concepts as a sentence to construct a theme. 
  
• For example marriage and relationships. 
  
• The inherent societal hypocrisy within marriage and relationships. 
  
• For example power dynamics
  
• Economic power has a negative impact on morality/ gendered power has a negative impact on morality. 
  

How have these playwrights used silence or pauses to convey meaning

• Why are silence or pauses important in connection to the theme(s) you have identified?  
  
• How do these silences or pauses work dramatically? 
  
• The Visit: to highlight moral compromise and collective guilt 
  
• A Doll's House: to highlight personal compromise and realisation of hypocrisy. 
  

TAG

Tell something you like, Ask a question, Give a suggestion

Write first your thesis in the Padlet, then, using the information in the "Writing a strong thesis" document in MB paper 2 files, write the outline for your paragraph including at least the three points given as suggestions. 

Write then the topic sentence for your paragraph using the information in the document. 

TAG

Tell something you like, Ask a question, Give a suggestion

TAG at least two paragraphs in the Padlet. 

Tell something you like, Ask a question, Give a suggestion