Symbolism in a Raisin in The Sun, Cherry Orchard and Master Harold

Introduction

The three plays that I have chosen to discuss in this paper are The Cherry Orchard, “Master Harold” and Raisin in the Sun. Symbolism in a play can be very powerful for the audience to grasp what it is the characters are trying to convey, not just say. In order to achieve this, playwrights will add settings and elements like certain types of furniture; old or new, pictures; or lack thereof, windows; open or shut, etc. Along with symbolism, these elements can also show the social status of the characters in the story, and give you an idea of what hardships they may be facing, if any.

Symbolism and Social Status in The Cherry Orchard

The first play, The Cherry Orchard, Shows economic hardship and challenges with change in Act 2, opening scene. The description of the setting involves a lot of old, broken, worn-down stonework, along with an old bench; this symbolizes hardship that the family is facing. Along with the cherry orchard behind them, which says, that chapter of the characters’ lives is behind them (literally and figuratively). Then in the distance, ‘a row of telegraph poles over the horizon’ tells the audience that there is a new chapter for them to open, (pg 17). In Act IV, in the final moments of the play we get to see the family saying goodbye to their beloved house and higher social class. “Madame Ranevsky: One last look at the walls and the windows…. Our dear mother used to walk up and down this room” (Page 48). As the room is empty except for some boxes in the corner, she is able to look back a the past one last time before moving forward. Having no curtains on the windows, or pictures on the walls it evokes feelings of empathy for their fall down the social ladder.

Economic Hardship in A Raisin in the Sun

The second play, A Raisin in the Sun, Also shows economic hardship, and social class in Act 1, opening scene. The description of the setting has a lot of significant elements to it, ‘the old couch that’s covered with blankets, Travis’ bed is in the living room/dining area, the repurposed shared bedrooms, the dining table unsuccessfully covering the tired old carpet, and one single window located in the kitchen’ (pg. 23). An element that stands out the most, and is often referred to in the play; is the old carpet, “MAMA: I seen… him… night after night… come in… and look at that rug.... And then look at me…. The red showing in his eyes…. The veins moving in his head… I seen him grow thin and old before he was forty… working and working and working like somebody’s old horse...killing himself….and you---you give it all away in a day---(She raises her arms to strike him again) (Pg. 129). Even though the carpet is representing hardship with it being worn, dirty, and a literal eyesore; it also represents hard work, and dedication towards a brighter future. At the end of Act III we get to see the empty apartment, “MAMA: (Walking Ruth out vaguely) All right, honey--go on down. I be down directly. (Ruth hestates, the exits. MAMA stands, at last alone in the living room, her plant on the table before her as the lights start to come down….” (Pg. 151) The room is empty except for the plant sitting on the table, this plant symbolizes growth, and change, it is important that we see this type of symbolism as a focal point in times of pivotal plot changes.

Separation of Social Classes in 'Master Harold'

The third play, “Master Harold”... and the Boys, Shows economic hardship and separation of social class in the opening scene. “All of the tables and chairs have been cleared except for one table and one chair, which stands apart with a single chair” (Pg. 3). This represents the apartheid and the separation between the lower class (Black Africans) and higher class (White Africans). The characters take up the space of this tea room together, dancing, and teaching and learning from each other but there is an apparent separation between them due to the furniture. One significant symbol is Hally’s textbooks, “SAM: (Reading from the history textbook) “Napoleon and the principle of equality.” Hey! This sounds interesting. “After concluding peace with Britain in 1802, Napoleon used a brief period of calm to in-sti-tute…” (Pg. 18). The textbooks represent the obvious divide between social classes, as when Sam reads he can not even pronounce the words correctly, but in spite of this he is able to learn due to coming together with Hally and ‘ignoring’ the divide.

Conclusion

These ending scenes are very similar in A Raisin in the Sun and The Cherry Orchard, but the differences are the fact that A Raisin in the Sun’s family went from misfortune to fortune (no matter how small) while The Cherry Orchard’s family went from fortune to misfortune. Regardless they both represent new beginnings and share the message that even if it seems impossible to let go of the past, change can be a great thing, it helps us grow, and keep moving forward. Even though Master Harold and the boys seem to not fit in as much as the other two, they are in fact similar when it comes to social class, hardship, and learning how to live with what you’ve got. The theme of all three of these plays is social status and the challenges of change, they were focused on joining the two classes together as one instead of going from one class to another. This fusion was unseen in plays in Elizabethan times and is a game changer. It is seen in “Master Harold”... and the boys as they teach each other using books, and dancing. Again in A Raisin in the Sun, as they did not really manage to heighten their Social status (other than moving into a house in a white neighborhood). They more so landed themselves in the middle, not poor, but not rich either, and they were seen as being happy with that. The Cherry Orchard as well, even though they lost their house, they had avenues to explore and weren’t at a total loss of social status, they too landed in the middle.  

References

1. Hansberry, Lorraine. A Raisin in the Sun. Vintage Books, 1994.
2. Chekhov, Anton. The Cherry Orchard. Dover Publications, 1991.
3. Fugard, Athol. 'Master Harold'... and the boys. Samuel French, 1984.