Blood Brothers: Act 2 - falling apart
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This document contains discussion questions about a play that examines themes of childhood, adolescence, growing up, and the impact of social class. It highlights how the different experiences of growing up for characters from different class backgrounds eventually ends their friendship. The contrast between ideas of love expressed by one character versus the reality of another couple's relationship is also discussed. Key questions are posed about how the playwright seals the fate of two boys by separating them and how this relates to the overarching themes.
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The document discusses social class differences in the play "Blood Brothers" and contrasts the childhood experiences of the two main characters Mickey and Eddie. Mrs. Johnstone lives in poverty in Liverpool and struggles to support her eight children, forcing her to give one away. In contrast, Mrs. Lyons lives comfortably in a nice house but is unable to have children. When Mickey and Eddie meet again seven years later, Russell immediately establishes differences in their upbringings through Mickey's untamed nature and Eddie's overly polite and controlled mannerisms reflecting his protective upbringing. Their childhood games also reflect this class contrast, incorporating themes of death and fate alongside childhood innocence.
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The document provides information about an upcoming literature exam, including:
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- Each section will include a short text extract question and an essay question.
- The drama text that will be featured is Blood Brothers by Willy Russell.
- The exam will assess AO1 (analyzing texts) and AO2 (understanding language/structure) using different mark schemes ranging from B-C to A-A*.
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- It will be 2 hours long and split into two sections: contemporary drama and literary heritage prose.
- Each section will include a short text extract question and an essay question.
- The drama text that will be featured is Blood Brothers by Willy Russell.
- The exam will assess AO1 (analyzing texts) and AO2 (understanding language/structure) using different mark schemes ranging from B-C to A-A*.
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Blood Brothers: Act 2 - falling apart
- 2. I’M NOT SAYING A WORD • How does this scene create a link between the two brothers? • How does it highlight the differences created by their class and education? • What do we learn about Edward here? • What are his ideas about love? • Annotate – focus on how the language used shapes our interpretation – in particular repetition of the verb phrase ‘I’m not saying’
- 3. CONTRAST •How does the scene where Mickey and Linda finally get together contrast with Edward’s ideas about love and romance? •What is Russell suggesting about the characters here?
- 4. CHILDHOOD, ADOLESCENCE AND GROWING UP • Many works in drama and literature have a theme of ‘growing up’. Russell’s play is in part just this. Life, for the children, is shown to be a carefree game in Act One. But the pressures of growing up in different backgrounds and educational systems are shown to bring problems later on. • It is the different experience of growing up that ends the friendship between Edward and Mickey. For example after Mickey loses his job Edward tries to be positive about his situation. But Mickey tells Edward that he cannot understand living on the dole. He says that Edward hasn't had to grow up like him, to face the difficulties of the adult world. He says that they don't have anything in common any more.
- 5. •Why has the difference in social class not had an impact on the boys’ friendship up until this point in the play?
- 6. ONE DAY IN OCTOBER •What is the significance of the weather imagery voiced by the narrator? •How does this link to ideas about social class explored more widely in the play?
- 7. KEY QUESTIONS •How has Russell sealed the fate of the two boys by separating them at this point in the play? •How does this link to the themes of childhood and nature v nurture?