• What is this character’s super-objective (primary goal for the entirety of the play)? • Why does the character want this so badly? What is the best thing that could happen if the character achieves the objective? What is the worst thing that could happen if the character fails? • What tactics does the character use to achieve the super-objective? Next, write a monologue (speech by one person) in which the character defends his or her actions in the play. Remember to: • Choose a specific person for the character to be talking to. Against whom would the character need to defend his or herself? Of what would this person accuse the character? • Use the character sketch. Defend against specific negative statements that others say about the character. Use positive statements made about the character as back-up. Incorporate comments the character makes about his or herself in the play. Use the character’s objective as a rationale. • Be an advocate for the character. Try to frame negative qualities as positive attributes. Perform the monologue for the class.
Characters in Conflict
Within The Crucible, the interpersonal conflicts among the residents of Salem Village create a tense atmosphere, and the witch hysteria becomes a tool for airing grudges and resentments. Exploration of the conflicts in the play is a valuable way to understand the motivations and actions of many of the characters. The conflicts in the play include the following, but there are others as well: Abigail vs. Betty, Abigail vs. Elizabeth, Abigail vs. Proctor, Proctor vs. Parris, Proctor vs. Putnam, Proctor vs. Elizabeth, Proctor vs. Mary Warren, Proctor vs. Danforth, Mary Warren vs. Abigail, Hale vs. Danforth. • Choose a moment in the play when two characters are having a conflict. As a group, students should create their own short dialogue (ten lines or so) between the characters that blends dialogue from the script and words of their own. • Half the class will take on one character and the other half will take on the other character. Guide the class through a repetition of the dialogue so that they memorize it. • Pair up the students so that each pair has one of each character. Each pair must use the class-created dialogue to create a short performance. The performance: o Must begin and end with a tableau (frozen image). o May only use the dialogue developed by the class. o May not uses any props other than one chair. o Must take place in a 4’ x 4’ space. • Allow 5 minutes for rehearsal and then all dialogues will be performed for the group. After all pairs have performed, reflect on the conflict in question and the different interpretations of the dialogue. What did the class learn about the characters and the conflict? What are the motivations of each character? How did the characters react to one another? What is this conflict really about? How does it impact the rest of the play?
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