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
