Educating Rita Coursework Task: Things to Look For

When preparing your director’s notes, try to avoid merely ‘going through’ the scene: these ‘chronological’ readings tend to merely produce summaries of events, with some additional comment, and do not score all that well!

Try to focus on a variety of areas, selecting an example or two for each area, and analysing this evidence in detail.

1. Dramatic impact of the scene
Remember—this is a PLAY, not a NOVEL. It’s meant to be performed and seen, not read. What do you see as the necessary dramatic function(s) of the scene(s)? What sort of impact does Russell need to have on the audience—and how is he going to achieve it?

2. Language
In a play, “Language” usually means “dialogue” (though, in one or two instances, it could also refer to interestingly-worded stage directions).

For each character, find two or three keys words/phrases/lines to analyse. Look for examples that :
• ‘stand out’ by provoking/shocking the audience
• Create an impact by revealing something about the character
• Create humour
• Create misunderstandings or conflict
• Contain literary or cultural references
• Touch on a key theme or idea of the play
• Contain an interesting use of language

For each example, remember to explore how the example ‘works’ in reference to the audience—the feelings/thoughts provoked by the example, and how audiences interpret the example (obviously, you can provide more than one interpretation if a line opens itself up to a number of ideas!).

3. Actions/Movement/Gesture

As this is a play, Russell will indicate, at certain times, specific actions he wants characters to make: these actions often lend themselves to interpretations along the lines of language (see above). Examine stage directions carefully. How will the audience interpret these actions and respond to them? Do these actions have a symbolic function?

4. Sets/Props/Objects

Educating Rita is a play with only one set—a set that carries its own meanings, and often symbolises ideas or themes. Does the set—or an object specified within it—create any meaning or impact for the audience at any point during your chosen scene(s)?

5. Themes/Social comment

To be fair, you will probably touch on this aspect of the play if you’re analysing language, actions/gestures, and sets/objects successfully. Still, it is worth noting if Russell has any “soapbox moments” (by the way, that isn’t a proper literary term, so I don’t need to be seeing/hearing it in your work!). What are the social arguments Russell is making in the play—about class or education, for example—and how are they communicated in you chosen scene(s)?

Cover these areas, with a focus on explaining Russell’s dramatic techniques and their effects, and you should do well.

One final note: let’s all agree that the word ‘feel’ (as in “Russell creates an intense feel to the scene”) will not appear in our work, yes? “Impact”, “effect” or “sensation”, to name but a few, are all more successful phrases.

Good luck!
Mr H

GCSE Lit Drama Coursework

Educating Rita Coursework Task


Imagine you are directing a production of Willy Russell’s play, Educating Rita.

Prepare the text of a talk you will give to the actors playing the roles of Frank and Rita, explaining your rationale for your choices.

In this talk, you will need to explain to the actors the underlying motivations and reasons for their performance, and what you wish the audience to perceive during the course of the play.

You can prepare notes on the following scenes:

Act 1, Scene 1
Act 2, Scenes 4 and 5

In your notes, comment on the following:

· The dramatic function(s) of your chosen scene(s)
What does this scene need to ‘do’ in the overall context of the play and your performance?

· The state/development of the characters in your chosen scene(s)
What does the audience ‘know’ about Frank and Rita? What remains to be known? How have the characters developed over the course of your passage?

· Russell’s use of language to reveal characters or create dramatic tension
Select some ‘key lines’ for each character, and analyse Russell’s’ language (and its effects)

· The underlying themes/ideas of the play that are revealed
How is Russell’s “social comment” being made?

· The dramatic effect on the audience
How is the audience meant to react/feel during this scene? Why?

Remember, you are not giving specific directions (“Frank should be jumping up and down, shaking his head about wildly”) to your actors—rather, you are explaining your perceptions and insights into the play.

GCSE English Language Weblinks

Dear Year 11:

Here are some more on-line resources for your revision:

General GCSE English Language Resources

http://www.leicestergrammar.org.uk/subjectSites/English/SKILLS%20DIRECTORY%20PAGE.html

http://www.stfrancis.cc/roundabout/opencms/departments/english/pupils/ks4/gcseenglishandliterature.html

http://www.barras.ws/gcse/index.htm

http://www.school-portal.co.uk/GroupHomepage.asp?GroupID=80141

http://www.universalteacher.org.uk/gcse/revise.htm

http://mysite.wanadoo-members.co.uk/mrluhrs/coursedetails.html

Writing Tasks—English Language Examinations

Writing to argue, persuade, advise (Paper 1)

http://www.banbury.oxon.sch.uk/faculties/english/resources/2008_revision_guides/writing_to_argue_persuade_advise.pdf

http://www.leicestergrammar.org.uk/subjectSites/English/WRITING%20TO%20ARGUE,%20PPERSUADE,%20ADVISE.html

http://www.teachit.co.uk/attachments/4439.pdf

http://www.teachit.co.uk/attachments/4158.pdf

http://www.teachit.co.uk/attachments/3732.pdf

http://www.teachit.co.uk/attachments/1439.pdf

http://www.teachit.co.uk/attachments/argue.pdf

Writing to inform, explain, describe (Paper 2)

http://www.banbury.oxon.sch.uk/faculties/english/resources/2008_revision_guides/writing_to_explain_describe_inform.pdf

http://www.teachit.co.uk/attachments/3465.pdf (this site also has some ‘advise’ advice)

http://www.teachit.co.uk/attachments/unit1.pdf

GCSE Examinations Revision Sites

Dear Year 11 students:

I'll just list some resources to help you revise:

http://www.bbc.co.uk/schools/gcsebitesize/english/

The BBC is good for online activities, and gently guided explanations of various tips. Note: because the BBC has to cater for all the examination baords, not all of the resources are directly applicable to AQA (the examination you're taking!).

http://www.englishbiz.co.uk/

An excellent, comprehensive site-- look for its 'links' page for even more resources.

http://www.universalteacher.org.uk/

A wordy site, but full of excellent tips for all aspects of GCSE English and Literature (and A-Level!). Navigate to the appropriate section via the menu.

http://www.ashcombe.surrey.sch.uk/curriculum/english/revisionY11.htm

Lots'n'lots of resources-- lots for poetry (Language Paper 2 and Literature). Some of the advice is a) a little simple, and b) geared specifically for the school, but still useful.

http://www.simonarmitage.com/

Does what it says on the tin. Simon's home page.

http://www.eriding.net/amoore/anthology/simonarmitage.htm

http://www.eriding.net/amoore/anthology/carolannduffy.htm

Two pages, done by the 'Universal teacher' guy, related to your lit poets. A bit wordy, but useful!


Hope this gets you started! Good luck!