This blog is written in response to the thinking activity given by Vaidehi Hariyani Maam on the topic of the play Final Solutions by Mahesh Dattani.
In this unit of the play Final Solution, we studied with a different method then regular classroom studies as we used the drama-based pedagogy into the learning of this play. Alpa Ponda Ma’am taught us this play with extended learning of theatrical elements in the play and various activities that helped us understand the theatrical experience of the play.
Final Solutions was written and performed in 1993, a period of high tension and violence in urban India. The play grew in specific context as Dattani responded to the Babri Masjid demolition in 1992. Dattani‟s social consciousness led him to address the contemporary social issue of religious communalism to advocate communal harmony. He tries to convey that there are no solutions to this problem except for that of acceptance and empathy for each other.(Collins and Lapiers) (click to read further)
1.)What is the significance of the title "Final Solutions" and what is the final solution of the play?
The title "Final Solutions" in Mahesh Dattani's play carries profound historical and thematic significance, inviting a critical examination of India's complex social landscape. At its core, the title invokes the chilling memory of the Holocaust during World War II, where the term "Final Solution" was used by the Nazis to signify the systematic extermination of millions of Jews and other minority groups. By employing this title, Dattani draws a poignant parallel between the horrors of the Holocaust and the communal violence, prejudices, and discrimination experienced by minority communities in India.
Thematically, "Final Solutions" serves as a powerful lens through which to explore the enduring issues of religious and communal tensions, as well as the deep-seated prejudices that persist in Indian society. The title hints at the complexity of these problems, suggesting that they may lack a definitive resolution, much like the unattainable quest for a final solution to societal divisions.
Within the play itself, the notion of a "final solution" remains elusive, as the characters grapple with their identities, relationships, and the multifaceted challenges posed by communalism. Dattani's narrative weaves together the experiences of characters from diverse religious backgrounds, emphasizing the complex and ongoing nature of their struggles.
The play "Final Solutions" does not only resonates with historical trauma but also prompts us to contemplate the perpetuity of societal dilemmas. Dattani invites us to engage with these pressing issues and encourages introspection on the possibility of lasting resolutions in a society grappling with deeply ingrained biases and divisions. This title underscores the play's enduring relevance and its capacity to stimulate meaningful discourse on communal harmony and coexistence.
2.)What was the difference you observed in the movie and play you performed?
The movie was using all the theatrical elements described in the play and was mastering the theatrical style. It was more of a play than a movie. It was using a stage and three types of level as in the original play. Also the filming of the performance plays a vital role in the movies as it was more of the play performance but filming provides the clarity as the camera goes around characters and all over the stage.
There was a huge difference in both the performance and the movie. In the performance we interpreted the characters according to the understanding of the play and we tried to portrait the characters through it. The reading session of the play helped us to develop the perspective of the play. The understanding of the theatrical effects in the play was also very important, which was made understood by our guiding light Alpa Ma’am. Her understanding of theatre activity and the activities that she made.
3.) Share your thoughts on understanding drama through the drama-based pedagogy or involvement in theatrical practices.
Drama-based pedagogy is like learning through play, where we got to act out various scenes of the play Final Solutions by MAhesh Dattani, instead of just reading about it. It's like being in a fun adventure where we tried to pretend to be different characters of the play like Javed, Bobby, Smita and explore the exciting world of the play Final Solutions. By doing this, we really understand what's happening in the story, and it makes learning more interesting. Plus, when we act in a few scenes of the play, we learned to understand how various characters of the play might feel in different situations, helping us be more understanding of their situations. Also for this unit when we worked together on the play, it's like being part of a team, where everyone has a role, and we learn to talk and listen to each other. It's a bit like a big puzzle where we all fit together to create something amazing.
4.) What kind of skills do you develop while undergoing the preparation process for a performance and how?
It makes us think of the direction of the play, also the use of stage and props and actors and their skills. The quick improvisation, feeling the pressure of performance and trying to be able to perform the character that we are assigned. How the theatrical elements give in the various impacts that moves the play and clears its story with the soul of the theme.
Collins, Larry, and Dominque Lapiers. “Mahesh Dattani's Final Solutions: an Analytical Study.” International Journal of Humanities and Social Science Invention, 20 August 2019, https://www.ijhssi.org/papers/vol8(8)/Series-2/E0808024954.pdf. Accessed 16 November 2023.
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