A Streetcar Named Desire
A Character Study: Blanche Dubois
Navigating the turbulent landscape of Tennessee Williams,' "A Streetcar Named Desire", is akin to willingly subjecting oneself to a form of literary self-torture. The emotional investment in the fictitious world and its equally fictitious characters rivals the immersive experience I had while watching Game of Thrones. Each year my students are witness to my agony and, by the end of the year, share in it, too. For us, our deep-dives into the psychological complexity of the protagonist, Blanche Dubois, renders a problematic and disturbing picture of a woman whose human fraility and fractured identity provides a captivating study.
Blanche's character unfolds and unravels, slowly revealing both her vulnerability and her deception. One cannot help but be drawn into her tumultuous journey, sympathising with her plight as she grapples with her own demons. Williams crafts Blanche with a duality that sparks internal conflict within the audience, a conflict that mirrors the character's own struggle with her past and present.
Blanche is a woman who desperately attempts to escape the harsh realities of her life. The iconic quote, "I don't want realism. I want magic!" (Scene 9), encapsulates her longing for a fantastical existence, a refuge from the brutality of truth. Blanche's yearning for magic is not merely a whimsical desire, it is a plea for an escape from the unrelenting grip of reality. This quote serves as a poignant touchstone for understanding Blanche's character, highlighting her fragility and the fragility of the illusions she weaves around herself.
A learning approach I always encourage with my students is to “Zoom in” on a particular page or quote. We do an extreme close-up of the section, examining the layers of meaning constructed through connotations and multiple literary devices. This is particularly beneficial in examining soliloquys in Shakespeare. We want kids to deconstruct both the specifics of the text/character and how it contributes to an understanding of the whole of the text/character.
Below is an example of how deep you can go with a powerful, single quote.
ZOOM-IN: “I, I, I took the blows in my face and my body! All of those deaths! The long parade to the graveyard!” (Scene 6)
Blanche's statement, "I, I, I took the blows in my face and my body! All of those deaths! The long parade to the graveyard!" encapsulates the profound trauma that has shaped her character in "A Streetcar Named Desire." This powerful declaration unveils the layers of pain and loss that Blanche has endured, providing a glimpse into the haunting spectres of her past.
Blanche doesn't merely witness the tragedies befalling her family; she actively experiences and internalises them. The metaphorical "blows in my face and my body" conveys a visceral sense of the impact of these traumas on Blanche's physical and emotional well-being. It suggests a relentless barrage of hardships that she has had to endure, leaving scars on both her exterior and interior self.
The phrase "All of those deaths!" paints a grim picture of the repeated losses that have haunted Blanche's life. The suicide of her young husband, Allan Grey, serves as a pivotal and haunting event. Blanche's inability to save Allan from his internal struggles becomes a recurring theme in her life, casting a long shadow over her subsequent relationships and interactions. The collective weight of these deaths contributes to a sense of inevitability, creating a metaphorical "long parade to the graveyard" that marks the procession of her familial tragedies.
Blanche's use of the word "parade" is significant. A parade is a public display, often associated with celebration or commemoration. In the context of her quote, it transforms into a macabre procession of grief and loss. The graveyard, as the final destination of this mournful parade, becomes a symbol of the accumulative toll that death has taken on Blanche's family.
The intensity of this revelation sheds light on Blanche's psychological state. The repetition, the vivid imagery, and the sombre tone collectively convey the weight of her traumatic past. Blanche's coping mechanism involves constructing a façade of sophistication and charm, attempting to shield herself from the harsh realities she has faced. However, the cracks in this façade become apparent, especially when she confronts the ghosts of her past.
Ultimately, Blanche's quote illuminates the impact of profound loss and the burden of traumatic experiences. The deaths she has witnesses and endured in her family adds a layer of empathy and understanding to her character. The long parade to the graveyard becomes a metaphorical procession through the recesses of Blanche's haunted memories, shaping her present and influencing her precarious grasp on reality.
Blanche’s descent into a world of delusion and fantasy is evoked in her final line, "I have always depended on the kindness of strangers" (Scene 11), and reverberates as a haunting refrain throughout the play. Her reliance on the goodwill of unknown faces becomes both a survival mechanism and a manifestation of her unravelling sanity. This dependence on the kindness of strangers is a precarious refuge as it underscores the ephemeral nature of the comfort she seeks. Blanche's vulnerability transforms into an emotional commentary on the transient nature of human connections and the fragility of the mental and emotional constructs we use to shield ourselves from the harshness of reality.
Despite these deeply sympathetic understandings, it would be remiss not to acknowledge the darker shades of Blanche's character. Her actions, veiled in a veneer of sophistication, often lead to her own undoing. The tryst with a student, the lies that spiral out of control, and the loss of the family home paint a picture of a woman grappling not only with external circumstances but also with her internal turmoil. This complexity is vividly highlighted in the scene where she invites Mitch to sleep with her, masking her intentions in French, "Voulez-vous coucher avec moi ce soir?" [Would you like to sleep with me this evening?] This calculated seduction unveils a different facet of Blanche's character, showcasing her willingness to manipulate and use her allure to fulfill her desires. The moment exposes the veneer of her façade which is also reinforced later when she indiscreetly kisses the newspaper boy. Further, Blanche’s confession that she has had many “intimacies with strangers” reveals a woman trying to gain control over her life in which she feels she has no control. In this way, her sexuality is a form of power that she wields in order to gain some semblance of a life that she feels is hers.
Blanche is extremely vulnerable with an unyielding desire for a sanctuary from the harshness of reality. Her characterisation within the play offers a nuanced exploration of the human condition in the face of internal and external tribulations and asks the audience to contemplate their own “truths” and “illusions”. At the conclusion of our study on Streetcar, it is fair to say that we never find any satisfactory answers or resolutions. Indeed, this is the agonising beauty of Tennessee Williams play.
Here are five activities that I have used with students to develop a deeper analysis of Blanche's character:
Character Profile Project:
Objective: Encourage students to create a comprehensive character profile for Blanche Dubois, delving into her background, motivations, and psychological makeup.
Activity: Have students research and compile information about Blanche's past, relationships, and the events leading up to her arrival in New Orleans. This can include family history, her marriage, and the loss of Belle Reeve. Students should present their findings in a visually appealing format, such as a digital presentation or a physical dossier.
Psychological Profile and Analysis:
Objective: Foster an understanding of the psychological complexities within Blanche's character.
Activity: Assign students to analyze Blanche's character from a psychological perspective. They can explore possible mental health issues, trauma, and defence mechanisms. Encourage students to support their analysis with evidence from the text, identifying key moments that reveal aspects of Blanche's mental state.
Character Dialogue Journals:
Objective: Enhance students' understanding of Blanche's internal conflicts and emotions.
Activity: Ask students to keep a dialogue journal from Blanche's perspective. This can involve responding to key events in the play, writing inner monologues, or even engaging in imaginary conversations with other characters. Encourage students to explore the nuances of Blanche's thoughts and emotions throughout the play.
Symbolism and Costume Design:
Objective: Explore the symbolic elements associated with Blanche's character and how these can be visually represented.
Activity: Discuss the symbolic significance of objects, colors, and clothing in the play, particularly those associated with Blanche. Then, have students design costumes that reflect Blanche's character and the symbolic elements they've identified. This activity encourages students to delve into the visual representation of character traits.
Role-playing and Scene Recreation:
Objective: Provide students with an immersive experience of Blanche's character by recreating key scenes.
Activity: Divide the class into small groups and assign each group a pivotal scene involving Blanche. Ask students to analyze the scene, paying attention to dialogue, body language, and emotions. Then, have each group perform a reimagined version of the scene, encouraging creativity while staying true to the character's complexity. This activity allows students to embody Blanche's character and gain a deeper appreciation for the nuances of her interactions.
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