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Bringing
Bringing Texts
Texts to
to Life
Life
The
TheCrucible
Crucibleby
byArthur
ArthurMiller
Miller
Historical
Historicalcontext
context
Takingititfurther
further
Taking
Findout
outmore
moreabout
aboutwhat
what
Find
happenedin
inSalem.
Salem.
happened
Readabout
aboutMiller’s
Miller’svisit
visitto
toSalem
Salem
Read
inTimebends
Timebendsby
byArthur
ArthurMiller
Miller
in
pages335–342
335–342
pages
Exam
Examtip
tip
In
Inthe
theplay
playthe
thecharacter
characterTituba
Tituba
says
says'…
'…the
theDevil
Devilgot
gothim
him
numerous
numerouswitches',
witches',which
whichreveals
reveals
aawidely-held
widely-heldattitude
attitudeof
ofthe
the
time.
time.In
Inyour
yourexam
examyou
youwill
willneed
need
to
toshow
showan
anunderstanding
understandingof
ofthe
the
context
contextof
ofthe
theplay,
play,so
soyou
youmight
might
like
liketo
tokeep
keepaalist
listof
ofquotes
quoteslike
like
this
thisto
tohelp
helpyou.
you.
f
a
r
D
Taking
Takingititfurther
further
Research
ResearchMcCarthyism
McCarthyismin
in1950s
1950s
America
Americaon
onthe
theHistory
Historyin
inan
anHour
Hour
website
websiteor
orin
inaabook
bookfrom
fromthe
the
library.
library.
The
TheAmerican
Americanplaywright
playwrightArthur
ArthurMiller
Millerwrote
wroteThe
TheCrucible
Cruciblein
in1953
1953about
about
the
the1692
1692witch
witchtrials
trialsin
inSalem,
Salem,Massachusetts.
Massachusetts.Salem
Salemwas
wasaasmall,
small,strictly
strictly
Christian
ChristianPuritan
Puritancommunity:
community:their
theirreligion
religionforbade
forbadedancing
dancingand
andany
any
form
formof
ofdecoration
decorationon
onclothing
clothingor
orin
inthe
thehome.
home.Attending
Attendingchurch
churchevery
every
Sunday
Sundaywas
wasvery
veryimportant
importantand
andanyone
anyonewho
whowas
wasmissing
missinghad
hadto
toanswer
answer
to
tothe
theminister.
minister.Life
Lifein
inSalem
Salemwas
washard:
hard:food
foodwas
wasscarce
scarceand
andthey
theyfeared
feared
that
thatNative
NativeAmerican
Americantribes
tribesmight
mightattack
attackthem.
them.In
In1692,
1692,200
200people
peoplewere
were
accused
accusedof
ofwitchcraft
witchcraftand
and20
20were
werehanged.
hanged.The
ThePuritans
Puritansbelieved
believedin
inthe
the
Devil
Deviland
andthought
thoughtthat
thathe
hecould
couldgive
givecertain
certainhumans
humansthe
thepower
powerto
toharm
harm
others.
others.There
Therewere
weresimmering
simmeringtensions
tensionsin
inSalem
Salemand
andresentment
resentmenttowards
towards
neighbours.
neighbours.Against
Againstthis
thisbackground
backgroundaagroup
groupof
ofgirls,
girls,led
ledby
byAbigail
Abigail
Williams,
Williams,were
wereable
ableto
toconvince
convinceboth
boththe
thecommunity
communityleaders
leadersand
andthe
thetrial
trial
judges
judgesthat
thatthere
therewere
werewitches
witchesin
inSalem.
Salem.
m
t
t
a
r
e
l
ia
Contemporary
Contemporarycontext
context
When
WhenArthur
ArthurMiller’s
Miller’sdrama
dramaThe
TheCrucible
Cruciblefirst
firstopened
openedon
onBroadway
Broadwayin
in1953,
1953,
America
Americawas
wasin
inaapanic
panicabout
aboutthe
theso-called
so-called‘Red
‘RedMenace’.
Menace’.Miller
Millerdescribes
describes
his
hisinspiration
inspirationfor
forThe
TheCrucible
Crucibleas
as‘what
‘whatwas
wasin
inthe
theair’
air’in
inAmerica.
America.He
He
saw
sawaaconnection
connectionbetween
betweenthe
thehysteria
hysteriaof
ofthe
theSalem
Salemwitch
witchtrials
trialsand
and
the
thehunt
huntfor
forcommunist
communistactivists.
activists.In
Inthe1950s
the1950sAmerica
Americawas
wasextremely
extremely
concerned
concernedabout
aboutthe
thethreat
threatof
ofcommunism,
communism,which
whichwas
wasgrowing
growingin
inEastern
Eastern
Europe
Europeand
andChina.
China.AAyoung
youngSenator
Senatornamed
namedJoseph
JosephMcCarthy
McCarthyconducted
conducted
aacampaign
campaignto
toroot
rootout
outcommunists
communistsin
inAmerican
Americanpublic
publiclife.
life.The
Thehunt
hunt
was
wasnotoriously
notoriouslydifficult
difficultfor
forwriters
writersand
andentertainers,
entertainers,many
manyof
ofwhom
whom
were
werelabelled
labelledas
ascommunist
communistsympathisers
sympathisersand
andwere
wereunable
unableto continue
to continue
working.
working.Miller
Millerhimself
himselfwas
wasaccused
accusedand
andquestioned.
questioned.
10
10
The Crucible
A feature of the questioning of those accused of having communist
sympathies was demanding that they named others who were involved.
There is a direct comparison between this and the events in Salem.
In Act 1 Tituba asks 'Who came to you with the Devil? Two? Three? Four?
How many?’
In the programme notes for The Crucible at the Old Vic in 2014, directed
by Yael Farber, we are reminded of the many Muslims held without trial
at Guantanamo Bay on insubstantial evidence: the power of The Crucible’s
message is as strong today as it was in 1953. The play was famously
performed in Shanghai, China, in 1980, where it evoked the atmosphere
of life under Mao; an era of allegations and forced confessions and a
complete lack of freedom in society. Miller said that he thought the job of
the artist was to remind people of what they have chosen to forget.
Create a scene
In a group one person takes on
the role of John Proctor. Now use
the strategy conscience alley
to explore the dilemma in John
Proctor’s mind as he decides
whether to confess.
r
e
Glossary
The story of The Crucible
t
a
Act 1
A group of girls dance naked in the woods while creating spells with
Tituba, a black servant. Disturbed and fearing punishment, some feign
sickness. A strong fear of witches in 1692 causes rumours to spread that
the girls have been bewitched. John Proctor, a farmer who had an affair
with Abigail, visits and she tells him that it is a ‘pretence’. Events escalate
and a witch finder is summoned to Salem. Under close questioning, Tituba
‘confesses’ to being visited by the Devil. Abigail leads the girls in copying
Tituba in naming many women who they had seen with the Devil.
Act 2
A court is set up. Mary Warren, Elizabeth and John Proctor’s servant, is
now a witness in court. She tells Elizabeth how the girls scream and faint
to show that the accused is afflicting them. The girls accuse women who
they have reason to dislike. Abigail accuses Elizabeth but the charges are
false, John fights to save his wife. Elizabeth is imprisoned but saved from
hanging because she is pregnant.
Act 3
John brings Mary to court to admit that the girls are faking their 'fits'. The
girls, led by Abigail, deny it and in desperation John admits his adultery.
Elizabeth, asked to confirm the story, denies the affair to save his name.
Abigail now leads the girls in accusing Mary Warren of witchcraft, terrified
she accuses Proctor of afflicting her. Outraged and frustrated he wildly
shouts out that he has seen the Devil. He is imprisoned.
Act 4
Those found guilty of witchcraft can avoid hanging by confessing. John is
due to hang and attempts are made to persuade him to confess and save
his life. Jon thinks of his wife and three children and chooses to sign a
confession. Told that his confession will be nailed to the church, he tears
it up and the play closes with Elizabeth’s reaction to his death.
f
a
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D
Activity
m
t
11
l
ia
Conscience alley is a way to
explore how a character is feeling
when they have to make an
important decision. It can be
described as ‘voices in the head’.
The group forms two equal lines
with each side having opposing
views. The central character
walks slowly down the middle
and as they pass each person
speaks persuasively. At the end
the person who walked through
comments on how they felt.
Bringing
Bringing Texts
Texts to
to Life
Life
Activity
Activity
Creatingtension
tension
Creating
Character:
Character:The
Thekey
keycharacters
charactersand
andsome
somewords
wordsthat
thatcan
candescribe
describethem
them
are
arelisted
listedhere:
here:
Inpairs
pairsread
readthe
theopening
openingof
ofAct
Act22
In
from‘I‘Ithink
thinkyou’re
you’resad
sadagain’
again’to
to
from
‘Oh,Elizabeth,
Elizabeth,your
yourjustice
justicewould
would
‘Oh,
freezebeer’.
beer’.
freeze
John
JohnProctor
Proctor
Powerful
PowerfulImposing
ImposingGuilty
Guilty
Abigail
AbigailWilliams
Williams
Devious
Devious Threatening
Threatening
Reverend
ReverendParris
Parris
Bitter
BitterAfraid
AfraidStubborn
Stubborn
Discusshow
howthe
thetension
tension
11 Discuss
buildsin
inthis
thisexchange
exchange
builds
betweenJohn
Johnand
andElizabeth
Elizabeth
between
Proctor.
Proctor.
Elizabeth
ElizabethProctor
Proctor
Reserved
Reserved Fragile
Fragile Honest
Honest
Judge
JudgeDanforth
Danforth
Strong
Strong Respected
RespectedTerrifying
Terrifying
Mary
MaryWarren
Warren
Anxious
AnxiousNervous
Nervous
Whatcan
canyou
youlearn
learnfrom
fromthe
the
•• What
stagedirections?
directions?e.g.
e.g.hurt
hurtand
and
stage
verycoldly
coldly
very
Reverend
ReverendHale
Hale
Eager
Eager Scholarly
Scholarly Sincere
Sincere
Tituba
Tituba
Loyal
Loyal Fearful
Fearful Boisterous
Boisterous
Thescene
sceneisisset
setin
inthe
theProctors'
Proctors'
•• The
sparsekitchen.
kitchen.How
Howmight
mightyou
you
sparse
usethe
thestage
stagespace
spaceto
toreflect
reflect
use
theatmosphere
atmospherebetween
betweenJohn
John
the
andElizabeth?
Elizabeth?
and
Giles
GilesCorey
Corey
Considerhow
howyour
yourvoice
voicecan
can
•• Consider
showemotion.
emotion.Think
Thinkabout
about
show
tone,emphasis,
emphasis,intonation
intonationand
and
tone,
pause
pause
f
a
r
D
Elizabethhas
hasbeen
beencooking
cooking
•• Elizabeth
andJohn
Johnhas
hasjust
justreturned
returned
and
fromthe
thefarm.
farm.There
Thereisisaameal
meal
from
prepared.How
Howmight
mightyou
you
prepared.
useproperties
propertiesduring
duringthis
this
use
exchangeto
tohighlight
highlightthe
the
exchange
tensemood?
mood?
tense
Rehearsethis
thisscene
sceneand
andshow
show
22 Rehearse
toothers
othersin
inyour
yourgroup.
group.
ititto
t
a
r
e
Elderly
ElderlyQuarrelsome
QuarrelsomeComical
Comical
Rebecca
RebeccaNurse
Nurse
The
ThePutnams
Putnams
m
t
Mercy,
Mercy,Susanna
Susannaand
and
Betty
Betty
Cheever,
Cheever,Francis
Francis
Nurse
Nurseand
andHerrick
Herrick
Calm
Calm Dignified
Dignified Devout
Devout
l
ia
show
showhow
howgreed
greedand
andenvy
envydrove
drovethe
the
accusations
accusations
are
arethe
thegirls
girlsinfluenced
influencedby
byAbigail
Abigail
are
areestablished
establishedmen
menof
ofSalem
Salemaffected
affectedby
bythe
the
events
events
Creating
Creatingimpact
impactin
inaaproduction
productionof
ofThe
TheCrucible
Crucible
The
Thetitle
titleof
ofthe
theplay
playisissignificant.
significant.AA‘crucible’
‘crucible’isisaamelting
meltingpot
potin
inwhich
which
metals
metalsare
areheated
heatedand
andchanged
changedbut
butititcan
canalso
alsomean
meanaasevere
severeordeal
ordealor
or
test.
test.In
Inthe
theplay
playcharacters
charactersundergo
undergoextreme
extremechanges,
changes,suffer
sufferordeals
ordealsand
and
their
theirfaith
faithisistested.
tested.The
Thetitle
titlerepresents
representsthe
theplay’s
play’scentral
centralthemes
themesand
and
meanings.
meanings.
Exam
Examtip
tip
The
Theextract
extractin
inthis
thisactivity
activityisisaa
similar
similarlength
lengthto
tothe
thesection
sectionyou
you
will
willsee
seein
inthe
theexam.
exam.Always
Alwaysread
read
the
thetext
textfrom
fromthe
theviewpoints
viewpointsof
ofaa
performer
performerand
anddirector.
director.Consider
Consider
the
themood
moodof
ofthe
thescene,
scene,the
the
setting
settingand
andproperties
propertiesand
andthe
the
time
timeof
ofday.
day.Think
Thinkabout
aboutwhat
what
has
hashappened
happenedto
tothe
thecharacters
characters
before
beforethe
thescene
scenetoo.
too.
The
Thecentral
centralidea
ideain
inthe
theplay
playisishow
howhysteria
hysteriaoverpowered
overpoweredreason
reasonin
inSalem,
Salem,
fuelled
fuelledby
byan
anundercurrent
undercurrentof
offear
fearand
andsuspicion.
suspicion.As
Asin
in1950s
1950sAmerica
America
during
duringthe
theMcCarthy
McCarthytrials,
trials,friends
friendsturned
turnedagainst
againstfriends
friendsand
anddivisions
divisions
were
werecreated
createdbetween
betweenpartners.
partners.The
Therhythm
rhythmof
ofThe
TheCrucible
Cruciblehas
hasmoments
moments
of
ofquiet
quiettension
tensionand
andothers
othersof
ofhysterical
hystericalclimax.
climax.
12
12
The Crucible
Miller captures the hysteria of Salem in the climatic scenes of the play. In
a production it is important that these moments contrast with quieter
scenes and build to the climax. One of the most memorable scenes
in the play comes towards the end of Act 3. The tense questioning of
Elizabeth by Judge Danforth is underpinned by dramatic irony, as the
audience know that John has confessed to adultery. The scene explodes
into hysteria when Reverend Hale suggests that Abigail has ‘always struck
me false!’ Directors and actors must decide what the high point of each
scene will be and consider how to build the atmosphere.
Working on the text as an actor in The Crucible
Activity
Building to a climax
In a group read the end of Act 3
from ‘this girl has always struck
me false’ to ‘GIRLS raising their
fists Stop it!!’
• There is a danger that in a
production of this scene the
pitch of the girls’ voices may be
too high and the hysteria build
too quickly.
r
e
l
ia
In your exam you will be asked to interpret an extract from the play. Some
questions will concern your approach to playing a character whilst others
require you to comment on how a director would work with an actor to
realise a performance.
Abigail is a central
character who drives the
narrative: it is she who
initiates the activities
in the woods that led to
the witch hunt and her
relationship with John
Proctor proves to be his
downfall.
• There are 13 characters on
the stage at this moment.
The scene is set in an anteroom to the court. How could
a director use the stage
space to maximise impact
while ensuring that the
audience view is not obscured
and that they can hear the
dialogue? Rehearse the scene,
experimenting with use of
voice, movement and stage
space.
Ezekiel Cheever, the clerk
of the court, has a minor
but important role in the
• If possible film your scene on
a phone or iPad, then evaluate
its effectiveness.
f
a
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m
t
t
a
Activity
Abigail shows her power
Abigail’s control of the other girls is revealed early in Act 1 as soon as the
girls are left alone. Look at the scene from ‘How is Ruth sick?’ to ‘I say shut
it, Mary Warren’.
1 Consider how an actor playing Abigail might show her sudden change
from innocence to someone who is feared by the other girls.
2 As an actor, how would you use physicality and stage space in the
scene?
3 Annotate the text or make notes to show how you would use vocal
skills: pitch, tone, pause, inflection and volume in this scene.
4 Look carefully at the speech beginning ‘Now look you. All of you.’ Note
the punctuation, every full stop indicates a short pause. What effect
does this have on the impact of the speech?
5 How would you move during this speech to intimidate the other girls?
13
Bringing
Bringing Texts
Texts to
to Life
Life
Working
Workingon
onthe
thetext
textas
asaaDirector
Directorof
ofThe
TheCrucible
Crucible
The
Theexam
examquestions
questionswill
willask
askyou
youto
tolook
lookat
atthe
theextract
extractfrom
fromthe
the
viewpoint
viewpointof
ofaadirector:
director:this
thiswill
willinclude
includethe
thedecisions
decisionsmade
madeabout
aboutan
an
actor’s
actor’sperformance
performanceand
andthe
thedirector’s
director’sideas
ideasfor
fordesign.
design.The
TheCrucible
Crucible
has
hasfour
fourdifferent
differentlocations
locationsso
sothe
thedirector
directormust
mustconsider
considerthe
themood
moodand
and
atmosphere
atmosphereand
andstage
stagefurniture,
furniture,whilst
whilstenabling
enablingsmooth
smoothtransitions
transitionsfrom
from
one
oneto
tothe
theother
other
l
ia
Ezekiel
EzekielCheever,
Cheever,the
theclerk
clerkof
ofthe
thecourt,
court,has
hasaaminor
minorbut
butimportant
importantrole
role
in
inthe
theplay.
play.His
Hismost
mostsignificant
significantscene
sceneisiswhen
whenhe
hearrives
arrivesat
atthe
theProctor’s
Proctor’s
house
housewith
withaawarrant
warrantfor
forElizabeth’s
Elizabeth’sarrest.
arrest.This
Thisisisaakey
keyturning
turningpoint
pointin
in
the
theplay.
play.The
Thedirector
directorhas
hasan
anoverview
overviewof
ofthe
theplay
playand
andall
allthe
theproduction
production
elements.
elements.
Activity
Activity
t
a
Directing
DirectingCheever
Cheeverin
inAct
Act22
r
e
Indicate
Indicatethe
theline
lineusing
usingthe
thefirst
firstand
andlast
lastfew
fewwords.
words.An
Anexample
exampleisisshown
shown
below:
below:
Top
Toptip
tip
Use
Useaachart
chartlike
likethis
thisto
topractise
practise
your
yourapproach
approachto
todirecting
directingactors
actors
in
inother
othersections
sectionsof
ofthe
theplay.
play.
f
a
r
D
m
t
Director’s
Director’sNotes
Notesfor
forEzekiel
EzekielCheever
Cheever
Skill
Skill
11 Eye
Eyecontact
contact
Line
Line
Director’s
Director’sNote
Note
‘Why
‘Whyititisis…
…Herrick,
Herrick,itit
isisaaneedle’
needle’
Stare
Stareat
atProctor
Proctor
with
withaalook
lookof
ofhorror
horror
11 Gesture
Gesture
22 Movement
Movement
33 Voice
Voice
44 Stage
Stagespace
space
Activity
Activity
Locations
Locationsin
inThe
TheCrucible
Crucible
Complete
Completethe
thetable
tablebelow
belowfrom
fromthe
theviewpoint
viewpointof
ofaadirector.
director.Think
Thinkabout
about
atmosphere
atmosphereand
andmood
moodas
aswell
wellas
asthe
theessential
essentialstage
stagefurniture.
furniture.For
For
example,
example,Act
Act11must
musthave
haveaabed
bedfor
forBetty.
Betty.This
Thishas
hasbeen
beenfilled
filledin
infor
foryou
you
but
butyou
youcan
canadd
addother
otherstage
stagefurniture.
furniture.
Location
Location
ACT
ACT11
'Bedroom
'Bedroomin
in
Paris'
Paris'house'
house'
ACT
ACT22
ACT
ACT33
ACT
ACT44
14
14
Mood/atmosphere
Mood/atmosphere
Stage
Stagefurniture
furniture
Bed
Bed
The Crucible
Exam tip
In your exam you will be asked
to make decisions about
characterisation and describe:
how you would see the role
performed in your production.
Your answer should focus on
voice, physicality, stage space and
stage directions.
t
a
The Crucible Act 1: The bed is placed down stage to show its importance in this Act.
There is one simple chair. The entrance to the room is suggested by a free-standing
door frame. Lighting creates the atmosphere.
Activity
f
a
r
D
Directing Mary Warren in Act 2
m
t
In a group of three read the closing scene from ‘Mr. Proctor very likely’ to
the end of the Act.
1 Choose someone to take the role of director. The rest of the group act
out the scene without stopping while the director makes notes about
voice, physicality and stage space. Discuss what was effective and
which sections worked less well. Why?
2 What do the characters want in this scene? Proctor wants Mary to tell
the court that Abigail is lying and Mary wants to save herself from
Abigail’s vengeance. Play the scene with this focus. How did playing
the intentions affect voice and movement?
3 The director now works on the scene with a focus on movement,
gesture and facial expression, taking note of the stage directions, e.g.
‘moving menacingly towards her’. Include ideas from the actors. What
worked well?
4 Now work on the scene again with a focus on voice. What are the
different techniques for voice, e.g. pitch?
5 Discuss your work on this section and perform the scene again
combining all your decisions. If possible, film the scene or show it to
others. Evaluate your work.
15
r
e
l
ia
Bringing
Bringing Texts
Texts to
to Life
Life
Glossary
Glossary
Designingfor
foraaproduction
productionof
ofThe
TheCrucible
Crucible
Designing
IfIfaaplay
playisisperformed
performedin-the-round,
in-the-round,
the
theaudience
audienceisisseated
seatedon
onat
atleast
least
three
threesides
sidesof
ofthe
thestage.
stage.
Lookat
atthe
theimage
imageof
ofthe
theset
setdesign
designfor
forThe
TheCrucible
Cruciblefrom
fromthe
theOld
OldVic
Vic
Look
productionin
inLondon
Londonin
in2014.
2014.
production
Activity
Activity
Analysethis
thisdesign
design
Analyse
Howhas
hasthe
thedesigner
designerevoked
evoked
•• How
moodand
andatmosphere?
atmosphere?
mood
Howdo
dothe
thematerials
materialschosen
chosen
•• How
suggestthemes
themesas
aswell
wellas
as
suggest
locationand
andhistorical
historicalcontext?
context?
location
Howdo
doyou
youthink
thinkthis
thisdesign
design
•• How
mightwork
workin
inthe
theplay?
play?
might
Considerentrances
entrancesand
andexits,
exits,
Consider
useof
ofstage
stagespace
spaceand
andhow
how
use
charactersmight
mightuse
usethe
thespace
space
characters
inkey
keyscenes.
scenes.
in
f
a
r
D
Activity
Activity
Design
Designthe
thecostumes
costumesfor
foraa
production
production
Working
Workingas
asaagroup
groupdiscuss
discussthe
the
concept
conceptof
ofyour
yourproduction,
production,then
then
choose
chooseone
onecharacter
charactereach.
each.
Research
Researchthe
thestyle,
style,shape
shapeand
and
texture
textureof
ofthe
thecostume
costumethat
thatyour
your
character
characterwould
wouldwear
wearin
inone
one
scene
sceneof
ofthe
theplay.
play.
Create
CreateaaPinterest
Pinterestpage
pagefor
forthe
the
group,
group,saving
savingimages
imagesand
andideas
ideas
for
foryour
yourcharacter.
character.These
Thesepins
pinscan
can
come
comefrom
fromtheatre
theatreproductions
productionsor
or
from
fromhistorical
historicalresearch.
research.
Theplay
playwas
wasperformed
performedin-the-round
in-the-roundwith
withseats
seatson
onthe
thestage,
stage,giving
giving
The
thefeeling
feelingthat
thatthe
theaudience
audiencewere
werecomplicit
complicitin
inthe
theaccusations.
accusations.The
The
the
atmospherewas
wasbleak
bleakand
andgloomy.
gloomy.The
Theornate
ornatebalconies
balconieswere
werecovered
covered
atmosphere
withdirty
dirtygrey
greyfabric,
fabric,which
whichcontinued
continuedover
overrusting
rustingiron
irontowers
towersat
atthe
therear.
rear.
with
Thesetowers
towerscontained
containedbroken
brokenwindowpanes
windowpanesand
andthe
thefloor
floorwas
wasdark
darkgrey
grey
These
stone.The
Theplay
playopened
openedwith
withthe
thesmell
smellof
ofherbs
herbssuggesting
suggestingthe
thelingering
lingering
stone.
aromaof
ofTituba’s
Tituba’spotions.
potions.The
Theactors
actorscarried
carriedsimple
simpleitems
itemsof
offurniture
furniture
aroma
suchas
asaabed,
bed,aachair
chairor
oraatable,
table,on
onand
andoff
offstage,
stage,positioning
positioningthem
themto
to
such
suggestthe
thelocations.
locations.
suggest
m
t
t
a
r
e
l
ia
Taking
Takingititfurther
further
Look
Lookonline
onlineor
orat
atthe
thelibrary
libraryfor
forset
setdesigns
designsfor
forThe
TheCrucible.
Crucible.Make
Makenotes
notes
on
onhow
howdesigners
designershave
haveused
usedcolour,
colour,texture,
texture,shape,
shape,space,
space,and
andmaterials
materialsin
in
their
theirdesigns.
designs.
Costume
Costume
ItItisisimportant
importantwhen
whenconsidering
consideringcostume
costumefor
forThe
TheCrucible
Crucibleto
toensure
ensurethat
that
they
theyreflect
reflectPuritan
Puritanvalues.
values.Nothing
Nothingisisdecorated,
decorated,women
womencovered
coveredtheir
their
heads,
heads,and
andfarmers
farmersand
andpoorer
poorerpeople
peoplewould
wouldwear
wearsimple
simplegarments
garmentsmade
made
from
fromrough
roughfabrics.
fabrics.Higher
Higherstatus
statuscharacters
characterswould
wouldwear
wearricher
richerfabrics
fabrics
but
butwould
wouldobey
obeyPuritan
Puritanrules.
rules.AAdirector
directorwould
wouldwork
workwith
withthe
thedesigner
designer
to
toreflect
reflectthe
theplay’s
play’sconcept
conceptthrough
throughcostume
costumeas
aswell
wellas
asset
setdesign.
design.For
For
example,
example,the
theOld
OldVic
Vicproduction
productionabove
abovedressed
dressedthe
thegirls
girlsin
indull
dullgreen,
green,
grey
greyand
andnavy
navydresses
dressesthat
thatlooked
lookedshapeless
shapelessand
andhomemade.
homemade.The
Thehigher
higher
status
statusmen,
men,such
suchas
asPutnam,
Putnam,wore
woreblack,
black,well-cut
well-cutjackets
jacketsand
andbreeches.
breeches.
Shoes
Shoesalso
alsoshowed
showedstatus:
status:Tituba
Titubaoften
oftenhad
hadbare
barefeet;
feet;the
thepoorer
poorerwomen
women
wore
worescruffy
scruffybrown
brownboots.
boots.
16
16
The Crucible
Lighting
Activity
Lighting can create mood, heighten tension and indicate location. In the
Old Vic production discussed earlier, the upstairs room of the house in Act
1 was suggested by a trap door in the stage with a flight of stairs going
down. When open, this was lit by a shaft of golden light indicating activity
downstairs. If you examine the text you will be able to see where essential
light is suggested by stage directions or where it is implied in the
dialogue. Artistic lighting decisions can be added to enhance atmosphere
or create mood.
Lighting designer’s notes for
Act 4
A lighting designer’s analysis of Act 2 indicates: there is a fire and when
Proctor opens the door he says ‘the smell of nightfall’ suggesting the
setting sun. There was no electricity in 1692 so the room would be lit
with candles, which throw shadows. Others come to the house: it is dark
so they may arrive with lanterns. At the end of the act Proctor ‘walks as
though towards a great horror, facing the open sky’. This implies nonnaturalistic lighting as a climax, probably the interval.
Act 2
m
t
Examine the text from the
viewpoint of the lighting designer.
Look at the designers’ notes
above and write your own notes
for the lighting of this act in the
same style.
t
a
Opens with a single candle burning on the table. Light permeates,
Shadows. Fire flickers shadows dance on the walls, Corners dark.
Elizabeth’s face lit by firelight as she stirs pot. Proctor enters and
darkening skies are seen. Glimpse of low sun behind moody clouds. Proctor
lights another candle when he complains that ‘it is winter in here yet’.
The community is fearful without light. Proctor stands outside – a low red
sunset – threatening not pretty. Moonlight through windows – shadows.
Cheever and Herrick bring lanterns – room brightens. Elizabeth exits and
the lanterns taken and room plunged into gloom, single candle on table
– fire almost out. Final moments non-naturalistic shaft of white light
on Mary Warren on the floor. Proctor back to audience in doorway. Black
clouds obscure a hazy moon
f
a
r
D
Act 4 is set in the jail. The scene
begins in darkness and the sun
rises during the act.
r
e
l
ia
Sound
Taking it further
Sound design is similar to lighting in that it is used for realistic sound, e.g.
the clanking of chains as well as creating mood and atmosphere. In Act 1
sound establishes the angry crowd of villagers in the room below Betty’s
bedroom, and in Act 2 the audience hears the creaking wagon and horses
taking Elizabeth to prison. In both these cases sound is real but it also has
an emotional effect: the crowd is intimidating for Parris and the departing
wagon exposes the horror of Elizabeth’s situation.
Find out how sound designers
work with directors.
A director and sound designer might also include sound that is not
necessarily scripted by the playwright to heighten tension or evoke an
emotional response from the audience. For example, a long discordant
violin note at the end of Act 2, accompanying Mary Warren’s final cries of ‘I
cannot’, builds tension.
17
Explore the ways that sound is
created in the theatre.
Find out more about how
sound has been used in modern
productions of The Crucible.
draftft
thedra
onthe
edon
based
eriallbas
materia
larmat
mplar
Exe
Exemp
s
s
SAM
SAM
and
onand
cation
cificati
specifi
GCS
GCSEEspe
Preparing
Preparing for
for your
your exam
exam
Section B : Live Theatre Evaluation
Question
Question99(a)
(a)
Analyse
Analysehow
howstage
stagespace
spacewas
wasused
usedto
toengage
engagethe
theaudience
audienceduring
duringthe
theopening
openingmoments
momentsof
ofthe
theperformance.
performance.
(6
(6marks)
marks)
entt AA
uden
St
Stud
l
ia
The
The opening
opening moments
moments ofof the
the Lord
Lord ofof the
the Flies
Flies production
production introduced
introduced
the
the audience
audience toto the
the characters
characters ofof Ralph
Ralph and
and Jack.
Jack. Their
Their movement
movement
across
across the
the stage
stage space
space and
and interaction
interaction with
with others
others within
within the
the space
space
established
established them
them as
as key
key characters
characters and
and engaged
engaged the
the audience
audience in
in the
the
key
key theme
theme ofof power.
power.
The
Theintroductory
introductoryparagraph
paragraph
provides
providesaastrong
strongcontext
contextfor
for
the response.
the response.
Ralph's
Ralph's entrance
entrance showed
showed him
him move
move across
across the
the stage
stage with
with awe
awe and
and
wonder.
wonder. His
His movements
movements were
were flflowing
owing and
and he
he glided
glided across
across the
the
wreckage
wreckage ofof the
the set.
set. This
This movement
movement showed
showed him
him toto be
be in
in control
control
despite
despite being
being in
in aa plane
plane crash.
crash. When
When Piggy
Piggy enters
enters for
for the
the fifirst
rst time
time
we
we see
see Ralph
Ralph dominate
dominate the
the centre
centre ofof the
the stage
stage space.
space. This
This shows
shows
Piggy
Piggy and
and the
the audience
audience Ralph's
Ralph's status
status as
as an
an authority
authority fifigure.
gure. This
This
introduction
introduction ofof Ralph
Ralph had
had visual
visual impact
impact for
for the
the audience.
audience. ItIt was
was clear
clear
toto me
me that
that he
he would
would represent
represent calmness
calmness and
and authority
authority from
from his
his fifirst
rst
flflowing
owing movements
movements toto his
his dominance
dominance ofof the
the centre
centre ofof the
the stage.
stage.
The
Thesecond
secondparagraph
paragraphmakes
makesaa
clear
clearand
andrelevant
relevantpoint
pointabout
aboutaa
central
centralcharacter's
character'suse
useof
ofspace.
space.
This
Thisisisfollowed
followedby
bytwo
twospecifi
specificc
examples
examplesabout
aboutcharacters
charactersand
and
relationships
relationshipsbeing
beingestablished
established
at
atthe
thestart.
start.The
Thefifinal
nalpart
partof
ofthe
the
paragraph
paragraphrefers
refersto
tothe
thepersonal
personal
experience
experienceof
ofthe
thestudent
studentand
andhow
how
use
useof
ofspace
spacecreated
createdvisual
visualimpact
impact
for
forthe
theaudience.
audience.
f
a
r
D
m
t
t
a
Jack's
Jack's entrance
entrance and
and movement
movement in
in the
the space
space showed
showed him
him toto also
also be
be ofof
aa high
high status
status but
but far
far more
more strict
strict and
and rigid
rigid than
than Ralph.
Ralph. Jack
Jack enters
enters
the
the space
space marching
marching and
and guides
guides the
the rest
rest ofof the
the choir
choir in
in aa line.
line. He
He
keeps
keeps them
them organised
organised in
in this
this line
line throughout
throughout the
the early
early interactions.
interactions.
He
He continues
continues toto move
move through
through the
the space
space being
being led
led by
by his
his sharp
sharp
gestures
gestures and
and rigid
rigid posture.
posture. This
This shows
shows Jack
Jack as
as equally
equally high
high status
status toto
Ralph.
Ralph. However,
However, in
in contrast
contrast toto Ralph
Ralph his
his early
early movements
movements in
in the
the space
space
show
show the
the audience
audience that
that he
he will
will be
be aggressive
aggressive in
in his
his control
control ofof others.
others.
The
The way
way these
these two
two characters
characters move
move in
in space
space presents
presents aa contrast
contrast that
that
engaged
engaged me
me and
and the
the audience
audience in
in the
the potential
potential confl
conflict
ict between
between these
these
competing
competing leaders.
leaders.
r
e
The
Thethird
thirdparagraph
paragraphmakes
makesaa
point
pointabout
aboutthe
theintroduction
introductionof
of
another
anothercharacter
characterininthe
thespace
spaceand
and
links
linksititto
tothe
theprevious
previouscharacter.
character.
A specifi
A specificcexample
examplerefers
refersto
tothe
the
way
waytheir
theirmovement
movementininspace
space
refl
reflects
ectscharacter
characterand
andstatus.
status.The
The
analysis
analysisshows
showsan
anawareness
awarenessof
of
how
howboth
bothexamples
exampleslink
linkto
toengage
engage
the
theaudience.
audience.
ry
tary
enta
men
mm
Co
Com
This
Thisisisaaconfi
confident
dentresponse
responsebecause:
because:
•• ititisisaabalanced
balancedand
andthorough
thoroughresponse
response
•• examples
examplesuse
usesubject-specifi
subject-specificcterminology
terminologyto
tocommunicate
communicatetheir
theirfull
fullengagement
engagementand
andanalysis
analysis
•• the
thewhole
wholeresponse
responsehas
hasinterconnected
interconnectedpoints
pointsthat
thatshow
showcomprehensive
comprehensiveanalysis.
analysis.
18
18
Preparing for your exam
Student B
Ralph enters at the start and looks around the island in
astonishment. He moves across most of the stage space slowly. Piggy
enters and Ralph begins to communicate his excitement to him. Ralph
moves around the space more quickly and confidently, whereas Piggy
remains still and follows Ralph's movements with his eyes. Ralph’s
control of the whole stage space shows the audience that he is more
powerful than Piggy.
Jack enters leading a line of boys marching across the stage. Jack is
immediately a strong presence on the stage. Controlling the boys in
the space is important to him. Jack uses close proxemics to keep the
boys in order. He uses stillness and an upright posture to show that
he is in control of the space. Jack's control over the group in the space
shows the audience that he is a powerful character.
Commentary
m
t
This is a competent response because:
The first paragraph makes a
point about a central character's
movement in the space. This is
followed by an example about
relationships in space. The final
part of the paragraph states
what the movement in space
communicated to the audience.
l
ia
The second paragraph makes a
point about the introduction of
another character in the space.
Two specific examples of
proxemics and physicality in
space support the student's
point. The analysis competently
communicates the effect on
the audience.
t
a
r
e
• it is a balanced response but lacks the flair and thoroughness of a confident response
• examples use appropriate subject-specific terminology to support analysis
f
a
r
D
• the whole response is presented as separate points.
Student C
Ralph explores the island after he has survived a plane crash. He
bumps into Piggy and they start to chat about how amazing the island
is. Ralph asks him about his name and laughs at him. Ralph can do
handstands and shows Piggy how to do it. I liked Ralph because he was
charismatic. Ralph tries to get Piggy to be more interesting by getting
close to him and speaking with an enthusiastic voice. Jack is marching
around the island with the choir until they arrive at the crash site
where Ralph and Piggy are. Jack is very posh and speaks with a highpitched voice. I feel sorry for the choir boys as they have to stand
still and quiet in a line. Jack acts like their teacher and stands out
because he doesn't stand in a line.
The lack of paragraphs means
the response lacks clarity. The
response is rooted in narrative
description rather than examples
of performance. Examples
indirectly touch on the specifics of
the question and subject-specific
language is not used. Opinion is
given in place of analysis.
Commentary
This is a limited response because:
• it reports the narrative rather than presenting examples of performance
• examples aren't relevant to the question and lack subject-specific language
• the whole response lacks clarity and analysis.
19
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