Introduction
“My Fair Lady,” a timeless musical by Lerner and Loewe based on George Bernard Shaw’s play, “Pygmalion,” is an excellent resource for educators seeking to engage their students in a historical and cultural exploration. Set in the early 20th-century London, the story revolves around Eliza Doolittle, a working-class girl who, with the help of phonetics professor Henry Higgins, transforms into a cultured lady. Teaching students about the setting of “My Fair Lady” provides an opportunity to discuss class divisions, gender roles, and sociopolitical issues present during that era. This article will explore various strategies for incorporating “My Fair Lady” into educational curricula effectively.
1. Class Divisions and Society
Begin by providing an overview of the societal structure during London’s Edwardian era (1901-1910) along with its different social classes: upper class, middle class, and working class. Discuss how these divisions affected individuals’ opportunities, experiences, and lifestyles.
Use specific examples from “My Fair Lady” to illustrate class differences. For instance, explore how Eliza Doolittle’s Cockney accent is perceived as inferior in her society and how it limits her social mobility. Contrast this with Professor Higgins’ refined speech and high social standing.
2. Language and Communication
Analyze the importance of language as a social tool in “My Fair Lady.” By examining Professor Higgins’ work on phonetics, you can delve into how accents convey information about a person’s background and character.
Hold interactive discussions about assumptions made based on speech patterns in contemporary society. Debate whether there are inherent biases in determining an individual’s worth or potential based solely on their accent.
3. Gender Roles
Introducing gender issues present in “My Fair Lady” can foster critical discussions about traditional expectations related to women’s roles in society. Discuss how Eliza Doolittle is expected to embrace certain norms and how Professor Higgins demonstrates male dominance and privilege.
Compare and contrast the portrayal of women in “My Fair Lady” with today’s societal changes, focusing on the evolving understanding of gender equality.
4. Moral and Ethical Questions
Encourage students to contemplate the moral implications of Eliza’s transformation under Higgins’ tutelage. What rights should an individual have while undergoing such a social change? To what extent are Professor Higgins’ motives altruistic or self-serving?
Guide discussions on determining if Eliza’s welfare, desires, and personal development have been respected throughout her learning journey or if she has been exploited for others’ benefit.
5. Creative Assignments
After analyzing the setting of “My Fair Lady,” assign engaging projects related to the thematic elements previously discussed. Projects can include creative writing exercises that reimagine a contemporary “My Fair Lady” version with modern themes or short essays investigating a facet of the Edwardian era.
Conclusion
Teaching students about the setting of “My Fair Lady” enriches their understanding of historical events and societal dynamics while sharpening their analytical skills. By exploring class divisions, language barriers, gender roles, and ethics, students can engage with important social issues that remain relevant today.
