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Understanding Gender Realities in "A Streetcar Named Desire"

Explore the complexities of gender roles in Tennessee Williams' "A Streetcar Named Desire." This study aims to reveal how different characters, such as Blanche and Stanley, embody distinct realities shaped by gender perceptions. The imagery used by Williams not only highlights the characters' mannerisms and attitudes but also reflects societal stereotypes. By creating a concept map, we will analyze how Blanche is perceived as delicate and beautiful, while Stanley is seen as powerful and aggressive. This exercise encourages students to connect ideas about masculinity and femininity through the characters' backgrounds and interactions.

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Understanding Gender Realities in "A Streetcar Named Desire"

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Presentation Transcript

  1. Whose reality A Streetcar seen differently depending on who you ask

  2. LEARNING OBJECTIVE • To understand how A Streetcar Named desire shows that there are different realities for gender

  3. GENDER ROLES • Our perceptions can be shaped by our gender. • There are stereotypes that go with this.

  4. Stereotypes

  5. STEREOTYPES

  6. Language • Imagery is used to show both the mannerism and attitudes of the different characters. • Stanley is an animal. • Blanche is a moth.

  7. Application • Create a concept map that shows how we see Blanche as beautiful and frail, and Stanley as powerful. Where does Stella fit into this? What about their background suggests how their reality is shaped? • Generate ideas • Sort Ideas • Connect Ideas • Elaborate on this by connecting to language decisions Williams makes to display their masculinity and femininity.

  8. Revisit learning goal To understand how A Streetcar Named Desire shows that there are different realities for gender • Homework: Summarise your concept map using these sentence starters • Blanche sees men as ________ because ________ • Stanley sees women as _______ because _________ • Williams portrays men as ___________ by ________________ • Williams portrays women as ____________ through _____________

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