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NO SUGAR

SETTING

 

As a class, turn to page 8 of the text and consider the information about setting. Davis provides some very specific information about location and staging, all of which is critical to understanding the play.

 

 

 

What were some of the locations used within the play?

 

 

 

PERAMBULANT MODEL

 

Some early performances of this play were also perambulatory in style.

 

What is the perambulant model?

 

 

 

 

 

  • Action moves between multiple locations

  • Need to use an unconventional stage set up

  • Multiple locations on the one stage

  • Audience would need to get up and move to view a new location

 

 

 

 

 

What do you think this constant movement was trying to represent? Could it be sybolic for a theme within the text?

 

 

 

 

 

LANGUAGE USE

 

  • Nyoongah Country and native language

  • South-west corner of Western Australia

  • Dialects of the Noongar language, a member of the large Pama-Nyungan language family

  • Generally today speak Australian Aboriginal English, a dialect of the English language combined with Noongar words and grammar.

     

 

 

What is the function of Nyoongah language within the play?

 

 

 

 

  • Authenticates the aborigines’ experiences

  • Tap into the views and values/mindset

  • Demonstrate their unique relationship with the land via their own terms eg. inji sticks

  • Some words would not have an English substitute

  • Allows the audience to feel as an Indigenous person would feel. Eg. alienated

  • Lack of access to education

 

 

 

 

 

How would you feel if a language other than your native tongue was enforced upon you?

 

 

 

Would it be easier to understand the dialect when performed on stage as opposed to simply read as a text?

 

 

 

PLOT STRUCTURE

 

No Sugar contains a very traditional plot structure. There is an obvious complication, series of events, climax and resolution.

 

Let's make a quick plot structure map as a class.

 

 

 

CHARACTERS AND POWER

 

The more a character embodies the dominant ideas of the society, the more power they will have within that community.

 

The more a character challenges the dominant ideas of society, or is unable to fulfil the expectations of society, the further toward the edge of society they are.

 

Some characters exist entirely outside the margins of society.

 

 

 

CIRCLE OF DOMINANT IDEAS WITHIN SOCIETY

Western Australia - 1929

 

 

 

 

Does this play support the dominant ideas of the time?

 

 

CIRCLE OF RESPECT OR SYMPATHY

 

 

 

 

 

Are the diagrams different? What do you think this says about the text?

 

 

 

 

 

THE THEMES

 

In pairs you are going to select one of the below themes. Together you will discuss what the author is saying about this theme. Remember when analysing a theme, you don't just tell me that the theme is 'love'. What is the author saying about love? Support your opinion with an example or excerpt from the play.

 

  1. Power

  2. Corruption

  3. Belonging

  4. Race

  5. Love

  6. Family

  7. Violence

  8. Connection

  9. Your own choice

 

 

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