THE PROBLEM PLAY: Drama of Social Problems

-


                                              

Introduction

Towards the end of the Victorian age the drama of social problems came into prominence in England. The problem play was the presentation of a contemporary question through realistic technique. The dramatists writing plays of social criticism made a conscious effort to deal with problems of contemporary society and morality. The drama which was directly inspired by the social ferment of the time could be effective only if it adopted a realistic form or medium, because problem drama required a high level of craftsmanship and dramaturgic skill.

The Evolution of Realism: From Elizabethan Roots to Victorian Revival 

 The problem play was a new experiment in form and technique, and dispensed with the conventional devices and expedients of the Victorian era, was closely related to the growth of the realistic movement in the field of English drama. Realism in English drama is as old as the ‘mysteries’ and ‘moralities’ which sometimes introduced realistic situations and characters from humble rustic life. Dekker’s The Honest Whore and The Shoemakers' Holiday are realistic drama. The Elizabethan tradition of realistic drama was revived in the sentimental drama in the 18th century. Racism once again became a revitalizing current in English drama in the second half of Victorian era. It was largely felt that the essence of drama was the faithful presentation of life.

The Evolution and Nature of Problem Plays: Exploring Conflict and Ambiguity in Drama

The term “problem play” was coined by Sydney Grundy who used it in a disparaging sense for the intellectual drama of the nineties. Shaw defined it as “The presentation parable of the conflict between man’s will and his movement”. The problem play deals with problems. Eric Bentley finds the justification of the world’ problem’ on the ground that the play ends with a question mark. He says that the dramatist’s business is to state his problem clearly and effectively, and not to present a readymade solution or to suggest a specific remedy. 

The problem play is supposed to have arisen out of the sentimental drama of the 18th century and often been identified with "serious drama”. The problem drama essentially differs from tragedy, even though it deals with serious issues it normally exhibits ideas, situations and feeling that lack tragic dimensions.

The Evolution of Social Criticism in English Drama

Henry Arthur Jones believed that the drama should parade social criticism. He began a light probing at Victorian convention as early as the eighties with Breaking a Butterfly (1885) based on Ibsen’s A Doll’s House (1879). He further produced Saints and Sinners (1894), The crusaders (1893) and The Case of Rebellious Susan (1894).

George Bernard Shaw had the longest career in the history of English dramatics by his " drama of ideas". He was a moralist and a propagandist. His first play Widower’s Houses (1892) was “an economic tract in dramatic form”, but it failed on the stage. His collection of seven plays – Plays Pleasant and Unpleasant – appeared in 1898 in which he voiced his idea on a many social problem. Arms and the Man (1894) is a satire on the military. It professes to be “an anti – romantic play”. The exposition scene with its surprise, its suspense, its touches of fancy is enough to show the skill of Shaw. Texts admired and also hated it. It seemed to me, he said, “inorganic, logical straightness, and not the crooked path of life”.

Galsworthy occupies a distinctive place in modern English drama. His naturalism reminds us of Ibsen. He is a critic and interpreter of contemporary English life in his dramas. Like shaw, he handles definite problems – these of marriage, of sex relationship, of labour disputes, of the law, of solitary confinement, of caste feeling or class prejudice. His The Silver Box (1906) deals with the inequality of justice. We see how the majesty of the law may end in a horrible human mistake. Justice (1910) is a stern condemnation of the contemporary legal system. It attacks the evil of prison system especially the solitary confinement. It is a powerful plea for sympathetic treatment of law – breakers.

Harley Granville – Barker made a vital contribution to the problem play. He was one of the first of this age to study spiritual aimlessness for its own sake his themes include the marriage conventions, sex, and the position of women. His significant problem plays are the Odyssey Inheritance ((1905), Waste (1907), and The Madras House (1909). The Madras House is an expounded of suburban and commercial life, both domestic and professional. 

The Rise, Impact, and Decline of Problem Plays in the 20th Century

The problem play remained a theatrical in the 19th century for a number of reasons. The criticism of problem drama has also been generally vitiated by the belief that didacticism and propaganda have no place in the Theatre J. M. Synge said, "Drama, like the symphony, does not teach or prove anything”.

The problem play was neglected in the 19th century, yet it was not an outcast in the early 20th century. It was unquestionably the fruit of a strong dissatisfaction with the existing conditions of life. It directed attention to the facts and problems of social life. Some of the problem plays proved so effective that they imbued men’s minds with a passionate resentment against social injustice mobilized public opinion in favour of prison reform and hastened legislative action. No doubt, the problem plays were produced in large number, but since 1920, its supremacy came to be challenged by the revival of the historical and imaginative drama; and, above all, by the poetic drama and the experimental play. 

Conclusion

The problem play emerged in the early 20th century as a powerful medium to address social issues and provoke change. Through their depiction of social injustices, these plays captured the attention and ignited the passion of audiences, leading to significant reform and legislative action. However, as the century progressed, the problem play faced challenges from other theatrical genres, ultimately losing its prominence. Nevertheless, its legacy remains as a testament to the transformative power of theater in shaping society.

Ardhendu De

Note: Features of problem play:

👉The problem play is characterized by its focus on social issues and the exploration of controversial topics. 
👉It seeks to provoke thought and discussion rather than provide clear-cut answers or moral judgments.
👉The plays often present complex and morally ambiguous characters, highlighting the complexities of human nature. 
👉They confront societal norms and challenge established beliefs, aiming to raise awareness and inspire social reform. 
👉The problem play is marked by its ability to incite passion, spark debate, and shed light on the pressing problems of its time.

Ref: 
1. ALBERT. (2000). History of English Literature (Fifth Edition) [English]. OXFORD UNIVERSITY PRESS.
2. Plays by George Bernard Shaw : Shaw, Bernard, 1856-1950 : Free Download, Borrow, and Streaming : Internet Archive. (n.d.). Internet Archive. https://archive.org/details/playsbygeorgeber0000shaw
 3. Senelick, L., Pixley, E., & Dukore, B. F. (1976, May). Dramatic Theory and Criticism: Greeks to Grotowski. Educational Theatre Journal, 28(2), 271. https://doi.org/10.2307/3206679

Comments

Post a Comment

Drop any query, suggestion or comment here.

Recent Posts

Popular posts from this blog

Dr. Samuel Johnson's "Preface to Shakespeare": Points to Remember

-
Image
E ighteenth-century writer Samuel Johnson ((1709-1784) is one of the most significant figures in English literature. His fame is due in part to a widely read biography of him, written by his friend James Boswell and published in 1791. Although probably best known for compiling his celebrated dictionary, Johnson was an extremely prolific writer who worked in a variety of fields and forms. Chief Critical Approaches of Dr. Johnson are: Johnson tried teaching and later organized a school in Lichfield. His educational ventures were not successful, however, although one of his students, David Garrick, later famous as an actor, became a lifelong friend.
Read more

Dr. West’s New Method of Teaching English :Its Merits and Demerits

-
Image
                 D r. Michael Philip West (1888–1973) conducted an extensive research and experiments on the problems of teaching English as a foreign language in India at the time of British rule . Read More Teaching English The new method is the outcome of his research. It stood as a reaction against the Direct Method. Going into more details, when Dr. West came to visit rural Bengal students (1913- 19) en route teaching job at Teachers’ Training College  at Dhaka, West's conclusions about English learning issues in Bengal, India were as follows: 👉Students spent about 10 hours a week on English study with extremely poor results. 👉Only a minority reached the Matriculation class due to health or financial reasons. Read More  Teaching English 👉Even in the Matriculation class, students lacked real reading ability, speaking fluency, and writing proficiency in English. 👉A 1919 Calcutta University Commission survey revealed similar concerns, with most respondents favoring mor
Read more

Milton's Use of Epic Simile in "Paradise Lost", Book-I

-
Image
"Three poets, in three distant ages born, Greece, Italy and England did adorn. The first in loftiness of thought surpass'd; The next in majesty; in both the last: The force of Nature could no further go; To make a third she join'd the former two." John Dryden  (1631 - 1700) English poet, playwright, and literary critic, 1688. Referring to John Milton in relation to Homer and Virgil.   Epic simile is, in simple words, an elaborate comparison that travels beyond the point of comparison and gives a complete poetic picture of some scene or incident suggested to the mind of the poet. They are used for illustration and ornamentation. They add dignity to the style. Such long-tailed similes stand by itself illuminating and beautifying much more than the ordinary narrative.
Read more