Pygmalion Work

Act 1

How are the characters constructed through stage directions in this Act?

How is the theme of status/class explored in this Act? How are members from each class
represented?

How does Shaw manipulate language to construct character?

How is humour created in this Act?

Act 2

Why do you think Shaw goes to such great lengths to describe Higgins’ laboratory and his character?

How does the relationship between Higgins and Eliza help to construct each character?

How does Doolittle’s diction differ from his daughter’s? How does this help to construct his
character?

How is the theme of class furthered in this Act?

How does Shaw comment on social conventions in this Act?

Act 3

How does Shaw represent British customs and manners in this Act?

How is physical comedy created in this Act?

What effect would Eliza’s dialogue have on the audience? Consider the contrast between her
dialogue and her tone.

How is the theme of gender explored in this Act?

Act 4

How is silence used in this Act to develop dramatic tension? How is it used to construct character?

What social criticisms does Shaw make in this Act? What techniques does he use to do this?

How has Eliza’s character developed? How does Shaw demonstrate this?

Act 5

How has Doolittle’s character developed? Why does Shaw incorporate this development?

How has the relationship between Eliza and Higgins developed? How does Shaw demonstrate this?
Examine the communication between Eliza and Higgins. What does this reveal about each
character? How does this aid Shaw’s social criticism?

Why does Shaw avoid the “rags to riches” Cinderella-style ending? What effect does this have on
the reader?

Skill development

Comprehension Interpretation of Identification of Analysis of how Understanding of

text Analysis of
writer’s choices writer’s choices author author’s intent
shape meaning

Linking text to Integration of

Understanding of context Development of Selection of evidence
context Linking of ideas
original critical evidence
response

Balance of Paragraph Use of

analysis/ context structure Appropriate Control of Use of vocabulary
sophisticated
register grammar
language
Dramatic Techniques
As you are reading the play, keep a list of techniques used within it. Don’t forget to add your
definition and an example for each. When you have finished, organise them into categories based
on the type of technique.

Technique Definition Example

Costume Clothing and Act One: She wears a little sailor hat of black straw that has
accessories worn long been exposed to the dust and soot of London and has
by a character in a seldom if ever been brushed. Her hair needs washing rather
play. This very badly: its mousy color can hardly be natural. She wears a
important visual shoddy black coat that reaches nearly to her knees and is
element is used to shaped to her waist. She has a brown skirt with a coarse
help construct apron. Her boots are much the worse for wear.
character and
context.
This stage direction describes Eliza at the beginning of the
play. Shaw’s use of costume highlights Eliza’s status as a
lower class woman. The adjectives used to describe her
attire such as ‘shoddy’, ‘coarse’ and ‘worse for wear’ clearly
construct an image of her as a poor woman. The fact that
Eliza is standing next to the Eynesford Hill ladies in all of
their finery helps to consolidate her inferior position and
the seeming impossibility for her to be accepted in their
social circle.
Stage directions
Diction
Setting
Allusion
Symbolism
Satire
Realism
Social criticism
Sarcasm
Stereotypes
 Technique Definition Example

Skills Development

Comprehension Interpretation of text Identification of Analysis of how Selection of evidence

writer’s choices writer’s choices shape
meaning
Character Analysis
Firstly, you must answer the following questions about each major character:

1. What are the character’s physical characteristics (consider costume given this is a play)?
2. What is their gender?
3. What are the character’s emotional attributes?
4. What are their significant relationships with other characters? How would you describe these
relationships?
5. How does the character behave?
6. How is their behaviour shown to impact on other characters?
7. How does their behaviour impact on their own fate?
8. What important symbols are associated with the character?
9. Is the character static or dynamic? How does the character develop over the duration of the
story? How have they changed from beginning to end? What is the source of this
development/change?

When you have completed these questions, complete the following table for each character:

Character Technique Example Analysis

Skills Development

Comprehension Interpretation of Identification of Analysis of how Understanding of

text Analysis of
writer’s choices writer’s choices author’s intent context
shape meaning

Linking text to Use of

context Selection of Control of Use of vocabulary
Linking of ideas sophisticated
evidence grammar
language
Theme Analysis

Theme Techniques used to construct theme Relationship between character and

theme
Status/class
Language
Transformation
Gender

Skills Development

Interpretation Identification Analysis of Use of

Selection of Use of
of text of writer’s how writer’s Linking of sophisticated
evidence vocabulary
choices choices shape ideas language
meaning
Key Quotes
Find what you think is the most important quote from each Act. When analysing the quote, consider
how it may be used to respond to a variety of responses (keep in mind – theme, character, genre
and technique). A quote from Act 1 has been analysed for you (keep in mind these are
interpretations only – you would need to expand on the analysis to effectively respond to a
question). I have also provided you with some suggestions for the other Acts (of course you may
choose alternative quotes).

Act 1

“You see this creature with her kerbstone English: the English that will keep her in the gutter to the
end of her days. Well, sir, in three months I could pass that girl off as a duchess at an ambassador's
garden party.” [Said by The Note-Taker (Higgins) to The Gentleman (Pickering) about The Flower Girl
(Eliza)]

This quote comes towards the end of the first Act; it is taken from a conversation between Higgins
and Pickering about the nature of accents and language and their relationship to status.

Themes

Status – Given its location at the beginning of the play, this quote is important in establishing the
theme of status and class. The quote reveals Higgins’ (a gentleman) opinion of Eliza, clearly a lower
class woman. His description of her as a ‘creature’ highlights his disdain for her. The line is spoken
to another gentleman (Pickering) which indicates that this opinion was shared among the higher
classes. Higgins’ tone and the fact that he says this in front of Eliza, consolidates the disparity
between their status. Higgins objectifies Eliza when he says, “I could pass that girl off as a duchess”.
From this line it can be deduced that he sees her as inferior, an object for him to mould and
manipulate. Given that Eliza does not respond to this statement, we can see that she is
disenfranchised in this situation. The references to physical positions within the quote also help to
demonstrate the disparity between the classes. Higgins refers to Eliza’s “kerbstone English” which
clearly positions her as belonging in the gutter. Higgins’ diction consolidates this idea with the
words, “English that will keep her in the gutter”. The physical position of being ‘in the gutter’ alludes
to her lowly position as a flower seller on the street, not fit for work in a shop. On a metaphorical
level, this alludes to her inability to get out of ‘the gutter’, the lowest position in society and the
position afforded the least respect and status. To be in ‘the gutter’ implies that a person is destitute
and in a lower position than the majority of society. This reference to the gutter is clearly
juxtaposed with Higgins’ reference to a “garden party”, an affair that would require attendees to
have significant wealth, position and social standing. Juxtaposition is also used in the labels Higgins
uses to identify the people within each social stratum. While he refers to Eliza as a “creature”, he
uses positions such as “ambassador” and “duchess” to indicate those of the upper classes. These
labels also identify a clear distinction between positions within the upper class.

Language –

Transformation –

Gender -
Character

Higgins –

Eliza -

Techniques

Social criticism –

Diction –

Foreshadowing -

Act 2

“Does it occur to you, Higgins, that the girl has some feelings?” [Said by Pickering to Higgins after
Higgins insults Eliza]

Themes

Character

Technique

Act 3

“You see, we're all savages, more or less. We're supposed to be civilized and cultured—to know all
about poetry and philosophy and art and science, and so on; but how many of us know even the
meanings of these names?” [Spoken by Higgins at his mother’s ‘at home’ in response to Miss and
Mrs Eynesford-Hill]

Themes

Character

Technique
“You certainly are a pretty pair of babies, playing with your live doll.” [Spoken by Mrs Higgins to
Higgins and Pickering after her ‘at home’]

Themes

Character

Technique

Act 4

“Eliza's beauty becomes murderous.” [Stage direction after Higgins has complained about how bored
he has been of the project]

Themes

Character

Technique

Act 5

” Why did you take my independence from me? Why did I give it up? I'm a slave now, for all my fine
clothes.” [Spoken by Eliza to Higgins]

Themes

Character

Technique
Skills Development

Comprehension Interpretation of Identification of Analysis of how Understanding of

text Analysis of
writer’s choices writer’s choices author author’s intent
shape meaning

Linking text to Integration of

Understanding of context Development of Selection of evidence
context original critical evidence
response

Balance of Paragraph Use of

analysis/context structure Control of Use of vocabulary
sophisticated
grammar
language