An inspector calls - character and theme revision

1. AN INSPECTOR CALLS:
CHARACTER AND THEMES
REVISION

2. WHAT IS THE IMPORTANCE OF EACH CHARACTER?
OR, WHAT MIGHT EACH OF THE CHARACTERS BE SAID
TO REPRESENT?
upper class woman the Establishment old money the working class the poor
the victim the aristocracy working class
women
the privileged child new money

3. Let’s re-read the inspector’s final speech before he leaves the stage.
But just remember this. One Eva Smith is gone - but there are millions and
millions and millions of Eva Smiths and John Smiths still left with us, with
their lives and fears, their suffering and chance of happiness, all intertwined
with our lives and what we think and say and do. We don't live alone. We are
members of one body. We are responsible for one another. And I tell you the
time will soon come when, if men will not learn that lesson, then they will be
taught it in fire and blood and anguish. Good night.
FEATURES OF
POLITICAL SPEECHES:
triplets Emotive language length of sentences make
it sound authoritative.
Allusions
1. To the wars
2. To the bible
the use of contrasting
pairs to show different
outcomes.
Inclusive language Hell imagery

4. These words were written after
WWII. Which events of the world
wars could be said to fulfil the
Inspector’s warning?
How does the Inspector’s final
speech connect with the central
message and themes of the play.
“Fire and blood and anguish.”
“You smug-faced cowards with kindling eye
Who cheer when soldier lads march by,
Sneak home and pray you’ll never know
The hell where youth and laughter go.”
Siegfried Sassoon

5. However, is this speech just
directed at the characters? Who
else could Priestley be talking to?
In the poverty of post world war
two Britain, what class of people
would make up the majority of
the theatre’s audience? Building
on this, explain how the play is an
opportunity for Priestley to
change their attitudes.
Written analysis: how does the
Inspector use persuasive devices
in his speech to make the
audience understand his
message?
The inspector’s speech
The Inspector
uses…
(TECHNIQUE)
To Priestley’s message:
this makes the audience
realise…
- this suggests
- this shows
- this makes
me picture
- this makes it
clear
- this makes us
feel
- this adds a
_____ tone

6. RESPONSIBILITY.
1. We are responsible for each other as members of
society. This is our SOCIAL DUTY.
2. Our actions have consequences. We have to take
responsibility for what happens as a result of things
we do or say.
3. Socialism encourages us to consider others, so it
teaches us about responsibility. Capitalism promotes
selfish behaviour and ideas.
4. We have a MORAL RESPONSIBILITY to care about and
show compassion for other people in our community.
CLASS.
1. No matter what class you are, everybody looks down
on somebody.
2. People are judged by their class. People are
prejudiced about others due to preconceptions about
the working class. This is wrong!
3. The upper class have more power, due to having
more money. Often they abuse this power.
4. Being lower class doesn’t make you morally “lower.”
Being higher class doesn’t make you morally superior.
THE OLDER / YOUNGER GENERATION
1. The older generation have influence over the younger,
because we often adopt our parents’ views.
2. It is not safe to assume that if somebody is older they
are necessarily wiser.
3. The older generation are stuck in their ways and are
resistant to change.
4. The younger generation are more open to new ideas /
learning lessons, This should make us optimistic for
the future.
ATTITUDES TO WOMEN
1. All women should be equally respected, regardless of
class.
2. Men treat women differently depending on their
relationship with them and their perception of them.
3. Women are judged by their looks… even by other
women.
4. Men are more powerful than women in our society.
THEMES:
What Does Priestley teach us about…

7. The Sheep and the Goats.
“When the Son of Man comes in his glory, and all the
angels with him, he will separate the people one from
another as a shepherd separates the sheep from the
goats. He will put the sheep on his right and the goats on
his left.
“Then the King will say to those on his right, ‘Come, you
who are blessed by my Father; take your inheritance, the
kingdom prepared for you since the creation of the
world. For I was hungry and you gave me something to
eat, I was thirsty and you gave me something to drink, I
was a stranger and you invited me in, I needed clothes
and you clothed me, I was sick and you looked after me, I
was in prison and you came to visit me.’
“Then the righteous will answer him, ‘Lord, when did we
see you hungry and feed you, or thirsty and give you
something to drink? ’
“The King will reply, ‘Truly I tell you, whatever you did for
one of the least of these brothers and sisters of mine, you
did for me’.
Biblical references:

8. “THERE’S A LOT OF WILD TALK ABOUT POSSIBLE
LABOUR TROUBLE IN THE FUTURE. DON’T WORRY.
WE’VE PASSED THE WORST OF IT…”

9. 1. Are the issues raised in the play relevant to us today?
2. Do you agree or disagree with the view that the socialist views illustrated
in an Inspector Calls could be to blame for what some people refer to as
the “benefits culture” of the UK? Give reasons for your decision.
“you know, there is no such thing as
society. There are individual men and
women, and there are families. And no
government …. and people must look to
themselves first. It's our duty to look after
ourselves and then, also to look after our
neighbour.”
Prime minister Margaret Thatcher,
talking to Women's Own magazine,
October 31 1987
If you’re a woman, you will earn less than a man.
If you’re from an ordinary working class family,
life is much harder than many people in
Westminster realise. You can just about manage
but you worry about the cost of living and
getting your kids into a good school.
We will do everything we can to give you more
control over your lives.
Prime Minister Teresa May, 2017.

10. CHARACTERS / QUOTES /
LANGUAGE FEATURES.

11. FEATURES OF MR BIRLING’S DIALOGUE:
Long monologues (Act I)
Dismissive: “Fiddlesticks!” The exclamation shows he is
convinced he is right.
Dramatic irony: audience knows that wht he dismisses
actually happened.
When the inspector arrives his dialogue includes dashes as
the Inspector is cutting him off.
Patronising, refers to Sheila as a “child.”

12. FEATURES OF MRS BIRLING’S DIALOGUE:
Abrupt and dismissive at first: “I don’t think we can help
you.”
Superior tone: “Please don’t contradict me like that.”
At the dramatic reveal she trails off: “I mean…it’s
ridiculous…”shows her gradual horrific realisation.
Euphemisms: she thinks girls like Eva Smith are below her;
says she is in “a particular condition.”

13. FEATURES OF SHEILA’S DIALOGUE:
 Imagery: she tells Mrs Birling not to “build a wall” between the family
and Eva Smith, and says the Inspector is “giving us the rope so that
we’ll hang ourselves.”
 “Mummy” → “Mother”: terms of address reflects her increasing
maturity and increased distance.
 Passionate language/ exclamatives: “How horrible!”
 Irony / sarcasm “I suppose we’re all nice people now.”
 Dramatic language “we killed her.”
 Stage directions show her fear: she “shivers.”
 Gesture: she refuses to take the ring back.

14. FEATURES OF ERIC’S DIALOGUE:
 Euphemism when he describes his assault of Eva: “it happened.”
 Language is realistic: repeats “killed” 3 times. Contrasts with the
polite language of the others.
 Tone becomes like the Inspector: shows the Inspector has had an
effect on him “The girl’s still dead.”
 Stage directions show he matures: “unease” to “shouting.”

15. FEATURES OF GERALD’S DIALOGUE:
 Echoes Mr Birling a lot.
 Euphemistic: “women of the town.”
 Imagery of a hero: “cry for help” “let me take her out of there.”
 Gesture: he tries to give Sheila the ring back.

16. FEATURES OF THE INSPECTOR’S DIALOGUE:
 Interruptions: symbolic. He is trying to put an end to the family’s
ways and beliefs.
 Stage directions use the semantic field of size: “cutting in massively.”
 Chain imagery: “chain of events,” “intertwined.”
 Dramatic pauses.
 Short imperative sentences: “Remember that. Never forget it.”
 Bible / hell imagery.
 Extended metaphor: “millions and millions of Eva Smiths and John
Smiths.”
 Inclusive pronoun “we.”

17. DESCRIPTIONS OF EVA SMITH
 Idealised: “innocent” “pretty” etc.
 Imagery of her insides: focus on emotional damage.
 Strong morals
 Objectified: “that girl” “that sort” “an animal.”

18. …AND GOOD OLD EDNA…
 “The parlourmaid” – last in the hierarchy.
 “Sir” / “Edna.”
 Commands “show him in.”
 It is Edna who brings the Inspector in: she interrupts Birling, possibly
because she would gain the most from a change in his / Capitalists’
attitudes.

19. DRAMATIC DEVICES.

20. DRAMATIC DEVICES
AND
AUDIENCE REACTION

21. THINKING QUESTIONS
WHICH DIFFERENT DRAMATIC DEVICES CAN
YOU IDENTIFY IN THE PLAY?
WHY ARE THESE IMPORTANT TO US AS WE
STUDY THE PLAY?

22. STAGE NOT PAGE
• THE IMPORTANT THING TO KEEP IN MIND ABOUT DRAMA - AND SO MANY STUDENTS
FORGET - IS THAT PLAYS ARE WRITTEN FOR THE STAGE NOT THE PAGE!
• IT IS ABSOLUTELY VITAL, THEREFORE, THAT YOU WRITE ABOUT A PLAY FROM THE
PERSPECTIVE OF A MEMBER OF THE AUDIENCE, COMMENTING NOT ONLY ON WHAT YOU
HEAR BUT ALSO WHAT YOU SEE, AND WHEN THINGS HAPPEN.

23. DRAMATIC DEVICES
• Set: “not cosy or homelike”
• The use of a prop (photograph) to show characters Eva
• Entrances and exits
• Foreshadowing
• Dramatic irony (the audience know more than the characters on the
stage)
• Dramatic action and order of events (dramatic tension)
• Use of voice (based on descriptions in the play)
• Use of light: “pink and intimate” → brighter and harder
• Use of sound (telephone ringing)
• Description of characters
• Interruption of speeches

24. PRACTICE:
Choose one dramatic moment or device from the play and
describe J.B.Priestly’s intentions and the audience reaction.
Try to include some quotes or specific references.
EXAM TIP: in the exam include at least 2 dramatic devices.