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Ways in which Educating Rita is made interesting

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					Ways in which Educating Rita is made

 1. Humour through juxtaposition – pg 13 –
    contrast between the seriousness of the
    library and the fact that Frank is looking
    for whisky
 2. Use of double entendres – pg 17
    “Howard’s End”
 3. Use of swearing – pg 18 “Oh I’m really
    fucked” – to shock and to make people
    think why such words are used – breaking
    taboos. Pg 23 – “I know I take the piss” –
    she swears because it’s a reflection of her
    character at this time.
 4. Rita’s character is initially unpredictable –
    she is difficult to pigeon hole/label – “Y’
    don’t mind me swearin’, do y’”- written
    phonetically by WR – use of apostrophes
    of omission - use of spoken nuances like
    “Like” / Reads poetry “Roger McGough”
    (Shows she has some intelligence, but not
    too refined) Pg 17 – the fact that she is
    aware of why she swears. Pg 15 – her
    response to the painting – shows that she
    understands its effect, but doesn’t know
    how to express herself. Dry sense of
   humour / deadpan delivery – pg 22 pgs
   14-15 Rita is thinking in different ways to
   those around her – “You are..”
5. The opening begs the question – how will
   these 2 characters get on? They seem to
   be such opposites. Rita starts to like
   Frank’s eccentricity – pg 26 “crazy mad
   piss artist” He likes her freshness and lust
   for life – “I think you’re marvellous..”
6. WR – uses Rita’s movement – pg 20 to
   reinforce what she’s saying and to fill in
   the gaps where there is little speech.
7. Frank’s pauses create tension as the
   audience await his responses. Pg 25 –
8. Rita speaks in a broad scouse accent and
   then attempts to talk in a formal manner –
   humour is created from her failure to get it
   quite right. “pass me the fackin’ grouse”
9. Frank gradually relaxes which suggests
   that a relationship might start to
   build…where will it lead??!!!
10. Different cultural references between
   Frank and Rita cause/create
   misunderstanding & humour. “Yeats” pg
   20 “Frank Ness…” pg 21
11. WR introduces key themes such as
  change and education, to make the viewer
  challenge what they are seeing. Change –
  pg 32 “get another dress”..superficial
  change? Education “proper students”
12. Page 24 – Rita & Frank start to flirt –
  makes the audience wonder if they’ll get
  together – will they both escape from
  unhappy lives?
13. The idea of education is introduced in
  a number of ways in the Act 1 Scene 1 –
  eg through Frank’s comments, Rita’s
  behaviour etc. By the play working on
  several levels, the audience are interested
  in both intellectual and straightforward
14. Visual metaphors – e.g. the door that
  won’t open..pgs 14 and 29.

15. References to contemporary culture eg
  Tracy Austin pg 32 the Flora man – 23
  Page 23 – BBC/ITV divide Daleks – 83
  Farrah Fawcett Majors – 23 Harold
  Robbins – 41 the danger in including
  these sorts of references is that they may
  interest the viewer at the time the play is
  written, but later they have little or no
  impact on the audience.

16. Sudden changes in tone between
  scenes – for example – Act 1 scene 6
  where….and Act 1 scene 7 where…. –
  this keeps the audience interested as they
  don’t know what is coming next,
  emotionally, thematically or plot-wise.
  Other effects of such shifts? Effects on
  character etc? Do they change or develop
  the views, themes and ideas that Russell is
  putting across?

Jun Wang Jun Wang Dr
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