Lesson Overview:

In this lesson, students explore the function of memory as a dramatic and structural device in Arthur Miller’s Death of a Salesman, then compare it to another memory play—Tennessee Williams’ The Glass Menagerie.

Length of Lesson:

Three 45-minute class periods

Instructional Objectives:

Students will:

• experience growth in the writing process, oral skills, skills of research, contextual analysis, and collaboration.
• understand and appreciate the dramatic power playwrights can achieve using non-linear "memory" structure to build their plays.
• read and analyze Arthur Miller's Death of a Salesman.
• perform comparative analysis of Miller's Death of a Salesman and Tennessee Williams' The Glass Menagerie

Instructional Plan:

Note: This lesson is designed to be taught after The Memory Play in American Drama—Part I .

Initiate the assignment by distributing the Background Information of Arthur Miller handout. Discuss the "memory" play as a non-linear structural pattern. Encourage students to recall observations about the use of memory in The Glass Menagerie (see The Memory Play in American Drama—Part I ).

Share with students the fact that Miller first titled the play "The Inside of His Head," initially envisioning the set as that of "an enormous face the height of a proscenium arch that would appear and open up, and we would see the inside of a man’s head." Invite comments on this original design.

Arrange an in-class "listening" of Death of a Salesman. Play the audio recording of original cast of the Broadway production, and have students follow along in the text. Before initiating the reading of the play, carefully review Miller’s description of the set.

Group Activities

Upon completing the in-class listening, divide the class into small collaborative groups (3 to 5 students per group.) Distribute the Study Questions. Advise students to take notes for future discussion, writing assignments, and testing. The groups should collaborate to create a written answer to each question. When the groups have completed their assignments, ask each group to discuss one of the topics with the class. (You may wish to have them draw numbers from a hat to determine which question they answer.)

Return to a discussion of Death of a Salesman as a memory play. Point out that, within the structure of the memory play, there is another non-linear structural pattern that contributes to the unfolding of the narrative and the dramatic, emotional punch of the play. One could refer to this as a "mosaic" pattern that operates within the “memory” framework.

Consider bringing in (or having students bring in) a mosaic artifact(s) or a photograph or painting of an interior or exterior architectural sample that projects mosaic design. (Examples of mosaics are available on the WebLink Mosaic Art History).

In open discussion, ask students to delineate the "mosaic" (a surface unified by inlaying small, recurring patterns of tiles, or stones or jewels, etc. throughout)qualities of the samples . Ask students, working in pairs, to identify various "tiles"(motifs) that are repeated in Death of a Salesman to add yet another dimension of unity to the play. Also ask them to explain specifically how, in their perception, each one of the recurring "tiles" (or motifs) reinforces theme or characterization within the play.

(Some suggested possibilities: the use of the phrases "well-liked" and "knocked ‘em dead"; a Woman; football; whistling; stealing; Ben’s appearances and references to in and out of the "jungle"; mechanical breakdowns; silk stockings; flute and flute music; insurance; shadows of leaves; rubber hose; garden seeds and planting a garden)

Consider setting up a formal essay assignment that asks students to trace, throughout the play, how Miller uses one of the "tiles" (motifs) listed in to build dramatic tension and/or unfold his narrative. Remind students that they need to give attention to the memory framework of the play in building their analysis.

Comparative Analysis

Re-introduce Williams' The Glass Menagerie into class discussion ask students whether they can see a mosaic framework in Williams' play. You should have reviewed the Biographical Information of Tennessee Williams handout, charting influences in his life to his family. Engage the students in a discussion about the ways that the two plays use memory as a structural device and a dramatic element.

As a culminating activity, have the students complete the Comparative Analysis Assignment.

Assessment:

Evaluate students based upon the following criteria:

• level of serious and cooperative participation in research and collaborative assignments.
• range and depth in analysis.
• evidence of creative thinking
• thoughtful response in classroom discussion and writing assignments.
• alignment of written performance with good practices of the writing process.
• willingness to volunteer for special activities.
• general level of engagement in all activities and assignments.

Extensions:

Death of a Salesman and The Glass Menagerie lend themselves to a variety of comparative analysis approaches. Consult the list of Comparative Analysis Extensions, which includes activities related to the following themes:

• Characterization
• Escapism
• The American Dream
• Time as a Dramatic Element
• The Nature of Tragedy

Sources:

Print:

• Miller, Arthur. The Arthur Miller Audio Collection: Death of a Salesman/The Crucible. Harper/Caedmon Audio, 2002.
• Miller, Arthur. Death of a Salesman. New York: Penguin, 1998.
• Williams, Tennessee. The Glass Menagerie. New York: New Directions Publishing, 1999.

Web:

• Mosaic Art History

Authors:

• Jayne Karsten, English, Grades 9-12
  The Key School
  Annapolis, MD US