The Piano Lesson

As you read The Piano Lesson examine the text and try to answer the questions posed below (no need to write them, you will be testing on this sort of thing next week):

The Piano Lesson concerns the struggle of two siblings over a family heirloom, a piano carved with images of their African ancestors and crafted their enslaved grandfather. The Piano itself becomes a symbol. As you read, try to figure out what the piano means.

As writers, our settings often have significant meaning. They contribute to the theme of the play, as well as hold significance, complicate plot, develop character, and create conflict. In the Piano Lesson, the setting is the Great Depression.

This setting serves as the historical backdrop to the play as well as black migration during this period from south to north. Such migration increased steadily until stabilizing in the 1930s and creating new black communities that would be devastated by the economic ruin. Wilson was inspired by Romare Bearden's painting "the Piano Lesson", seeing in its scene of a teacher and student an allegory for how African Americans must learn to negotiate their history. Critic Sandra Shannon stated that Wilson formulated two thematic questions to address in his work: "What do you do with your legacy, and how do you best put it to use?" (The Dramatic Vision of August Wilson, 146).

As you read, identify the motivation of each of the following characters. Be aware of how motivation creates complications, conflict, and characterization.

• Doaker
• Boy Willie
• Berniece
• Lymon
• Maretha
• Avery
• Wining Boy
• Grace

Acts usually end at a high point (or crisis). How does Wilson end his first act? How does an essential question linger in the minds of the audience? i.e. what will bring the audience back from the intermission ready for more? What questions have been left unanswered?

In a second act, characters are generally developed more. Additionally, there is usually a reversal of fortune (someone who is about to win his/her motive suddenly meets opposition that we might not have considered before…although clues to such an event can be found in the first act).

Find an example from the second act where we learn more about a character. How is this character developed further in the second act?

Find examples of a reversal of fortune in the second act. What clues were we given in Act I that suggests that this reversal was coming?

What is the protagonist's dark moment? What is the character's enlightenment? How does the enlightenment lead to the climax?

And then, finally, do you consider the ending pleasing, satisfactory, acceptable? How might you change the ending if you were writing the play?

Reminder: Full Play Project draft due Thursday, Jan. 22!Final exam: Thursday, Jan. 22!