Act 3

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

Goals today

We will review your BP homework 

We will give peer feedback 

We will look at paragraph structure and criterion B and 3 example paragraphs

Considering Torvald and his role in the play

Unlocking series and how to use it. 

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

polyglot

Word of the day

polyglot (n) - someone who speaks 'many' languages as opposed to a monoglot who speaks one language.

The Greek root "glot"  means tongue.

Can you think of 3 synonyms for polyglot

The polyglot Pope, at intervals, addressed the crowd in Romanian, Serbian, Croatian, Czech, and Polish.

Assessment criteria for paper 1 (and the upcoming summative) 

1. Read through the assessment criteria. Pay attention to the differences between the criteria.
2. Read through the example body paragraph extracts and the rationale behind the grade assigned. 

For the body paragraph given to you give feedback on only this aspect of the work:

 

1. How successfully has the topic sentence and the content of the body paragraph supported  the thesis statement? 
2. Give a what went well (WWW) and even better if (EBI)

For the body paragraph given to you give feedback on only this aspect of the work:

 

1. How successfully have they used appropriate and sufficient evidence (quotation) to support their topic sentence? 
2. Give a what went well (WWW) and even better if (EBI)

For the body paragraph given to you give feedback on only this aspect of the work:

 

1. How successfully have they used insightful and convincing analysis and given good evaluation of the textual features to shape meaning? 
2. Give a what went well (WWW) and even better if (EBI)
3. Give a grade out of 5 for criterion B. Use the exemplars to assist in your evaluation 

During the tarantella scene, Nora becomes increasingly desperate because the hold Helmer has on her becomes stronger. The scene is at the end of act 2 in the play, where Nora has already admitted she will kill herself if Helmer finds out about her borrowing money. She believes the only way to escape this outcome is by distracting Helmer long enough so that the letter can be removed by Krogstad. To do this she decides to practice her dance but do it wrong so that Helmer will have to help her and so not be able to open the letter. She believes her life does depend on this dance and even tells Helmer this “Nora, you’re dancing as if your life depended on it. It does.”. The short dry answer shows her seriousness of the situation.  

In what ways does Ibsen use Nora’s performance of the tarantella at the end of Act 2 to explore concepts of control and desperation?

The concept of control is seen in this extract in the way that Torvort is teaching her the dance and controlling her movements. This is shown through the use of symbolism, since as he plays the piano, he is controlling the speed and rythum of her movements. It can also be seen in the way the way that he is physically correcting her. ‘…Helmer has stationed himself by the stove and tries repeately to correct her,…’. Control is also portrayed through the use of dramatic dialog, for example, when Torvort rejects Nora’s attempts at the dance by exclaiming “…This is sheer lunacy. Stop it I say!”. Another way that Nora is being controlled is by Torvorts infantilization, since in this scene he is using it as a way to tell her off and command her to do things. “I’ll have to show you every step” “My child shall have her way…”. “No, no, this wont do at all.” 

In what ways does Ibsen use Nora’s performance of the tarantella at the end of Act 2 to explore concepts of control and desperation?

Ibsen uses symbols, punctuation, and stage directions to express the concept of control which is greatly shown through Helmer’s character. The stove is used as a symbol, the stage directions state, “Helmer has stationed himself by the stove.” The stove which includes a toasty fire which produces warmth within a home symbolizes comfort and a stereotypical loving family. Therefore, when Helmer stands near the stove it comforts him and reminds him that he is in a family and his role within the family is being the man in charge, which relates to the control he has on Nora. Another symbol which is used in this specific scene is the piano, although the stage directions which go with the piano are very important, for instance in these two stage directions, “Helmer at the piano” and “Rank sits down at the piano and plays.” Whoever is at the piano controls the music and the tempo at which the other characters move, however when Rank takes Helmers position at the piano allowing Helmer to dance with Nora and guide her. The audience may see this as a larger role of control as he can physically move her around to control her actions. Punctuation is used to express the tone of a character, as seen in this quote from Helmer, “Rank, stop it! This is sheer lunacy. Stop it, I say!” This quote includes three short sentences the first and the last both ending with an exclamation mark, which could indicate that as Helmer is speaking, he becomes more aggravated and aggressive. Overall, these techniques emphasize Helmer’s need for control within the household. 

In what ways does Ibsen use Nora’s performance of the tarantella at the end of Act 2 to explore concepts of control and desperation?

Read Act 1 

Act 3 stage set description. 

1. What has changed? 

2. What does the staging suggest about Act 3? 

3. Does this stage set suggest the outcome of the play? 

• The characters are anchored at the table for most of this scene, which places them on an equal footing. Previously, the space has tended to symbolise the differences in the sexes.
  
• This neutral arrangement foreshadows the sobering settling of accounts.
  

Read Act 1 

Patriarchal society 

1. What are the parts of the system?
   
2. Who are the people connected to the system?
   
3. How do the people in the system interact with each other and with the parts of the system?
   
4. How does a change in one element of the system affect the various parts and people connected to the system?
   

Discuss these questions on your table. 

social and historical context 

Patriarchal ideals were supported and reinforced by a social structure in which women had little overt political or economic power. They were economically,

socially, and psychologically dependent upon men and especially dependent upon the institutions of marriage and motherhood.

Overt

Patriarchal ideas : ideas ruled or controled by men. 

The patriarchy: a society in which the oldest male is the leader of the family, or a society controlled by men in which they use their power to their own advantage:

Add information to the main-plot (yellow) or the sub-plot (pink). Make sure you write on your post-it the act number. Act 2 

Read Act 1 

Write your paragraph(s) and put them in your class notebook portfolio.

Read Act 1 

-Construct a topic sentence that can be debated and include the topic, thesis or theme of this extract and why Ibsen includes it in the play. 

- short summary of the content of the extract. 

- two, three or more quotes from the extract to support your TS.

- analysis of the the reason why Ibsen included these techniques in this extract. 

-Link to your Topic Sentence 

What you should include in your paragraph 

Write your paragraph(s) 

Read Act 1 

In this extract taken from the end of Act 2, Ibsen successfully conveys Nora’s desperation and increases the tension in the play. In the extract, Nora practices dancing the Tarantella to distract Torvald from looking at the letters in the letter box and thus discovering Nora’s secret. Dr Rank and Mrs Linde act as onlookers and are witnesses to the conflict in the Helmer’s relationship. Ibsen employs stage directions to reveal the integral use of symbols which support the concept of marital relationships. The several doorways are blocked by the male characters as Dr Rank stands initially “in the doorway” and Torvald moves “towards the hall door” allowing Nora no escape from her situation. She is forced to play the “first bars of the Tarantella” to stop Torvald “in the doorway”. Nora’s feelings of entrapment are thus highlighted for the audience through the character’s physical confinement on the stage as exits are barred. Whilst dancing Nora’s “hair comes down and falls over her shoulders”; however, she pays no heed to this. This stage direction adds to her loss of control and her anxiety. Her carefully constructed exterior pose is starting to unravel and, similarly to the Christmas tree, become dishevelled. 

Read Act 1 

Furthermore, Nora’s despair is highlighted through her interaction with Torvald, Dr Rank and Mrs Linde. Ibsen uses specific diction choices to illustrate a change in Torvald and Nora’s relationship. Whereas Torvald referred to Nora using pleasant endearments in Act 1, he now reveals his frustration with her and tries to exert his control again by using extreme infantilizing and demeaning phrases. For example, “you helpless little mortal” and “The child shall have her way”. The relationship with Dr Rank has also changed during Act 2. When he states, “Let me play for her”, the audience understands how poignant his role has become as supporter and secret admirer. Torvald’s cry of “this is sheer madness” reveals how Nora is viewed by the two male characters, and Mrs Linde stands “spell-bound in the doorway” and only utters Oh! This confirms for the audience that Nora has become isolated from these characters and is starting to feel that her position is hopeless. All her tricks to manipulate the other characters appear to no longer be working.

Read Act 1 

Act 3 read to Helmer’s and Nora’s entrances. Discuss this question in your exercise book and then write your answer: 

How do both Mrs Linde and Krogstad show themselves to be of greater moral stature than either Nora or Helmer at this point in the play? 

Read about New Woman on the following website. Take notes on the points that you think are interesting or relevant to the play. 

After you have completed the reading, you will be asked to use these ideas in connection to the play.

editions.covecollective.org

Nora 

1. Consider whether Ibsen’s characterisation of Mrs Linde suggests that she should be viewed as a New Woman (if not, why not?)

2. complete these sentence stems:

a) Nora can be considered a New Woman because ... 

b)  Although Mrs Linde could be considered, in some aspects, to represent a New Woman, ...

c) Nora's character develops during the play, nevertheless...

Symbols & Motifs

Motif = symbol, images, ideas, sounds, or words that help to explain the central idea of a literary work – the theme

A motif is a recurring element.

symbols used throughout the play can become motifs

  

collect 

Collect at least three and up to five quotes for your motif or symbol

Copy your quotes into the Padlet. The link is in MB class stream. 

Copy the complete quote without ellipsis and give the Act and page number 

  

Motif & symbols 

Christmas Tree 

Macaroons

The Tarantella  

The doll's house

Open and closed doors 

Birds 

Stove 

Letter(s)

Money 

Hunt for references to your symbol or motif (also in stage directions). Find as many as you can. You will share these with the class in the Padlet.

Place your complete quotes, with the Act number and page number, in the Padlet. 

Act 1

Concepts 

A Doll's House 

Concepts we generated: 

Identity, (marriage) relationships, ethics, gender roles, money 

Read the quotes and ideas and write, in your own exercise book, which concept(s) do you feel can be attached to the different symbols and motifs. 

Motif => theme support 

1. Choose a symbol or motif from the Padlet. 

2. How does the this motif/symbol  reflect Nora's character and character development? Use relevant quotes that you or your peers  found to support your answer. 

3. Having looked at how your motif or symbol reoccurs throughout the play, what theme do you think (expressed as a sentence) is this motif or symbol illustrating? 

Topics/concepts 

Marriage                                                    

Money 

Position of women in society 

deceit & lies 

social status 

Morality 

power 

freedom 

truth 

heredity 

Themes from topics 

• Marriage = the institution of marriage as it is conceived and practised in Victorian society may make true love impossible. 
• Position of women in  (Victorian)  society = Victorian society legally and culturally infantilised women and made it impossible for them to be treated as individuals. 
• Money  = Having or not having money allows individuals to wield power over each other. 
• Deceit & lies = Deceit and lies are corrupting forces on people. However, the position of women in Victorian society results in deceit even when for a noble (morally correct) cause. 
• Social status = Society's view of yourself is meaningless unless you respect yourself as an individual and human being. 

Make these topics into themes 

Using the Padlet link in MB discussions, turn these topics into themes

Morality

power

freedom

truth

heredity

The patriarchy 

A patriarchal society 

Misogyny 

Naturalism and realism 

Infantilisation/ to infantilise 

The New Woman 

Melodrama 

Stereotype

Authority and suppression 

Write down and learn these terms/words. 

Goals today

Up your language register 

We will consider some questions to aid analysis for Act III 

We will consider the character of Torvald 

Unlocking series - preparation for your summative 

1. Show true colours 
   
2. a big deal 
   
3. This goes to show 
   
4. looks into 
   
5. coming out 
   
6. anxiety kicking in 
   
7. in big trouble 
   
8. filtering it 
   
9. puts her family on top 
   
10. a way bigger mouth 
    
11. back in the day 
    
12. show off 
    
13. coming clean 
    

1. In the Victorian period/ 1879/in the late 1800s
   
2. feeling anxious
   
3. this illustrates/conveys
   
4. considers 
   
5. being exposed 
   
6. authentic character
7. significant 
8. revealing the reality of 
   
9. shows preference to her family 
   
10. is more assertive
11. a catastrophic situation  
12. illustrate  
13. confessing 
    

1. Show true colours 
   
2. a big deal 
   
3. This goes to show 
   
4. looks into 
   
5. coming out 
   
6. anxiety kicking in 
   
7. in big trouble 
   
8. filtering it 
   
9. puts her family on top 
   
10. a way bigger mouth 
    
11. back in the day 
    
12. show off 
    
13. coming clean 
    

1. authentic character
   
2. significant 
   
3. this illustrates/conveys
   
4. considers 
   
5. being exposed 
   
6. feeling anxious
   
7. a catastrophic situation  
   
8. revealing the reality of 
   
9. shows preference to her family 
   
10. is more assertive 
    
11. In the Victorian period/ 1879/in the late 1800s
    
12. Illustrate 
    
13. confessing 
    

Read Act 1 

Answer these questions for Act 3 up until Dr Rank's exit - pg 103

1. How are Nora and Torvald's moods set in contrast in this section? (Discuss techniques) What is the dramatic effect of this contrast? 

2. Have the audience, by this point in the play, come to regard Torvald as the 'villain of the piece' ? If so, why? 

3. How does the news that Dr Rank has brought affect our view of the situation in the Helmer household? 

(103)

Act III considerations 

1. Why is Christine willing to “risk everything” for Krogstad?

2. Why does Christine encourage Krogstad to let Torvald read 

the letter revealing Nora’s deception?

3. Discuss the irony in Torvald’s accusation that Nora has played with him “like a puppet.”

4. Helmer’s pronouncement that “before all else, (Nora is) a wife and mother” is contradicted by Nora’s “before all else, I’m a human being.” Is this issue significant today, or is it only a sign of Ibsen’s time? Explain. 

Write your answers in your exercise book 

Act III

5. Discuss, in writing, Nora’s decision to leave her family. Is it truly the only way she can reclaim her identity and humanity?

6. The last sound the audience hears is the door slamming shut after Nora’s departure. Consider the theatrical, literary (symbolism/motif) and historical significance of this stage device. Write your analysis. 

Three ways of being 

There are three main female characters (including Anne-Marie, the nurse)  and three main male characters. 

Each character represents a way of being a man or a woman

in Victorian society in Norway. Discuss with your partner what values, morals and social status each of the characters represents. 

You will share your findings with the class. 

Torvald 

1. Should we feel sorry for Torvald Helmer? Has he received his comeuppance ( a punishment or fate that someone deserves) or is he misguided? 

2. What are Torvald's flaws? Give examples. 

3. Write down three adjectives that describe Torvald's character.

Hypocrite

Self-righteous 

demeaning attitude

domineering 

Proud

condescending 

Petty or narrow-minded

You talk like a child. You don't understand the conditions of the world in which you live. Act 3 p. 

Yes, it is true! I am saved! Nora, I am saved! Act 3 p.108

Nora, I swear it; I have forgiven you everything. I know that what you did , you did out of love for me. Act 3 p. 108

What a horrible awakening! All these eight years -- she who was my joy and pride -- a hypocrite, a liar -- worse, worse -- a criminal! The unutterable ugliness of it all! For shame! For shame! I ought to have suspected that something of the sort would happen. I ought to have foreseen it. All your father's want of principle -- be silent! -- all your father's want of principle has come out in you. No religion, no morality, no sense of duty--. How I am punished for having winked at what he did! I did it for your sake and this is how you repay me.  Act 3 p. 106

New drama - Ibsen 

Ibsen’s aim was to liberate society’s imagination by forcing it to confront a more honest representation of itself. To achieve this, falsely sentimental representations of men and women must be replaced by a more realistic treatment of human relationships and personal motivation. This new approach outraged audiences, who expected to have familiar, conventional representations of gender and relationships reinforced by the plays they attended. 

Goals today

Assessprep practice response 

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

polyglot

Word of the day

polyglot (n) - someone who speaks 'many' languages as opposed to a monoglot who speaks one language.

The Greek root "glot"  means tongue.

Can you think of 3 synonyms for polyglot

The polyglot Pope, at intervals, addressed the crowd in Romanian, Serbian, Croatian, Czech, and Polish.

Unlocking 

- Topics: marriage, gender and power 

- Literary devices 

Unlocking 

- Topics: marriage, gender and power 

- Literary devices 

Extract Act III p. 96 - 97 

Near the beginning of Act III, Ibsen gradually increases the tension in this excerpt to expose conflicting attitude towards love and equality in marriage in order to criticise the limited opportunities for women to live independent lives free from their husband's control. 

Unlocking 

- Topics: marriage, gender and power 

- Literary devices 

Tone 

Diction choice in dramatic dialogue Torvald	"beautiful" 4 x, "Capri signorina", "capricious little Capricienne", "force""my sweet", "She's worth looking at", "beautiful apparition"
Diction choice in dramatic dialogue Nora	Very short, plain comments - "Yes?", "I knew it",
Diction choice in dramatic dialogue Christine Linde
Stage and speech direction	Nora "(dully), "(whispers")
Costume - symbolism	"Italian costume with a large black shawl", "evening dress, with a black coat" (takes off Nora's shawl)"
Time	"Just another hour", "Not another minute", "just half an hour longer"
Punctuation	Nora - almost no exclamation marks, Torvald - drunk - a lot of exclamation marks, dashes showing confused thoughts.
Monologue	Helmer controls the conversation - talking about Nora, but not with her. Talks over Mrs Linde "Oh, yes, indeed -"

Unlocking 

- Topics: marriage, gender and power 

- Literary devices 

Tone 

Foreshadowing	"An exit should always be dramatic>"
Dark and light	Very short, plain comments - "Yes?", "I knew it"
Symbols	"it's hot in here" - stove no longer gives comfort

Read Act 1 

Essay construction practice

Helmer accuses Nora of being 'a liar, a hypocrite and a criminal'. What evidence from the play supports these charges? 

Read Act 1 

1. Find the quote from the essay question, page 106.  Look carefully at when it appears in the play and what happens just before and just after it. What position does it take in the narrative arc or Freytag's pyramid? 

2. Find evidence that Nora is a 'liar, hypocrite and criminal'. Find at least two quotes for each character trait. 

3. Identify at least four techniques that the playwright employs to elicit sympathy and admiration from the audience for Nora. 

https:

Setting 

• Title -
• Stage set 
• Symbols - doors, Christmas tree etc 
• Naturalism/ realism - looks like a recognisable middle-class parlour. 
• Actors' interaction and movement within the stage

Why is Ibsen's intended setting important? 

How may it affect the narrative of the play? 

edu.digitaltheatreplus.com

Act One: Why is Torvald’s nickname of Skylark important to the narrative?​

• Helmer’s nickname for his wife “skylark” could be viewed as patronising (as could ‘squirrel’) or suggests that animal names are private jokes in a happy relationship.
• However, Ibsen could be using these nicknames as metaphors​. Both animals are wild, and therefore do not belong in a cage, or imprisoned. ​
• Ironically, the skylark symbolises awakened freedom, hence it cannot be domesticated.​

​

Skylark​

• A bird that represents hope​
• A bird that represents inspiration​
• A bird that represents freedom​

• The hope of a better life during her husband’s hardest times​
• “I too have done something to be happy and proud about” 
• She has a will to inspire​
• Ultimate freedom from the household.​

​

Patriarchy, Authority and Suppression. ​

• Nora being without a key to her own home, subtly points out her oppression. She also has to knock on Helmer’s door and ‘tip-toe’ near it suggesting that she does not have access to all the house. 
• Helmer interrogates Nora about : “You have given me your word,” suggests a disturbing lack of trust. ​
• The adjective ‘little’ is used twelve times in the opening scene. ‘Little’ refers to something or someone very tiny, diminutive, miniature, and specially the one who can never be self-sufficient and always depends on others for existence. ​
• symbolic language which is associated with patriarchy is used ‘My’ and ‘little’​ are examples of possessive pronouns.​ Nouns like ‘skylark’, ‘squirrel’, ‘songbird’, and ‘singing-bird’ are also worth noticing. 

Helmer Nora is not a human being with brain and personality

How are there indications of deeper issues, and elements or social and political protest writing in the first scene of the play?​