La Casa De Bernarda Alba

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. Define the term “sexual repression.” Does this term apply equally to all genders and/or sexes? Why or why not? What are some of the reasons that sexual repression is a recurring theme in history? What are some of the institutions that perpetuate this repression?

Teaching Suggestion: This question invites students to consider the play’s theme of Sexual Repression in a broad context. The repression—or the withholding and/or denying—of one’s sexuality is a reoccurring theme throughout Western history. Many monotheistic religious institutions encourage monogamy between a man and a woman, placing a high importance on one’s virginity prior to the marriage. However, the reality of this is a double standard, as men are often not held to the same standard as women when it comes to chastity and premarital sex. Furthermore, the social expectation of the sexual experience focuses on the man’s pleasure, as opposed to the woman’s. In fact, a common belief is that men must be the instigators of sex, since they cannot control themselves, and it is women’s duty to resist and be in control of their own urges in order to please men. Lorca touches on these themes in the play, particularly through Bernarda’s character, who personifies the idea that women must be controlled in all aspects of life.

• Clark’s 2011 article on History Today shares a succinct overview of “The History of Sexuality.”
• Toledano-Sierra et al. (2020) share a qualitative study of “Female Sexuality During an Era of Political Repression in Spain.” This is the same era in which Lorca wrote his play.

2. Consider the institution of marriage in society. Historically, what was the sociological importance of it? How was marriage viewed differently for men and women? Has this institution changed over time? If so, how?

Teaching Suggestion: This question invites students to consider the changing relevance of the institution of marriage globally. Until the 20th century, marriage was widely considered to be a union that benefitted families and heads of state and also a way to build wealth and ensure the lineage would be continued. In regard to the latter, many patriarchal societies placed importance on the birth and childrearing of sons, which ultimately fueled inequalities between the men and women within the nuclear family. Bernarda Alba’s household exhibits such a concern, because they have a house of daughters and no sons, so the girls are a “burden” that their mother must suffer from, because they are not able to work or even select partners for themselves. This creates a Cycle of Oppression, where the daughters think less of themselves (as women) and more highly of men. Although the institution of marriage has evolved and the expectations of women’s roles in societies are, in general, more egalitarian, Lorca’s play is an important reminder that many women still experience difficult situations and expectations from their families and partners.

• The idea of marriage has changed drastically within the past century; United Nations Women examines this change in this discussion paper.
• This Pew Research Center 2020 article provides statistics on the correlation between marriage and life fulfillment.
• This statistical analysis offers information on declining marriage trends in Spain.

Short Activity

The disparity between genders is an important theme for many playwrights. Working in small groups, research different playwrights who focused on gender in their plays. Use the following questions to guide your research: What gender is/was this particular playwright? When did this person write plays? How did this playwright approach the topic of gender (e.g., how did this person represent men versus women)? Select one of this playwright’s plays and share it with the class.

Teaching Suggestion: This question invites students to research playwrights within the context of group work. It is only recently that playwrights identifying as female have received attention and praise for their work. Before the last century, even plays that discussed the role of women in society centered the “male gaze,” as they were written by men. Lorca falls in this category, as well as Henrik Ibsen, whose play A Doll’s House contributed to the discussion of women’s rights within a marriage (please see the Differentiation Suggestion). The links below are helpful starting points for discussing the disparities between male and women authors regarding gender issues.

• The Atlantic’s 2013 article explores “The Mixed Results of Male Authors Writing Female Characters.”
• The European Theatre Convention’s 2021 press release discusses gender inequality in European theater.

Differentiation Suggestion: For a more comparative literature-focused approach, students may compare and contrast the play A Doll’s House to this play, using the questions above to compare and contrast Ibsen’s and Lorca’s representation of women, gender, and marriage, as well as the effect of the “male gaze” on the authors’ discussions of women as a whole. Please note that Ibsen’s play is one of the Recommended Reads.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the play.

How can unresolved trauma lead to cycles of violence and oppression? Consider an example from literature or the media. How can someone escape a cycle of violence and/or oppression?

Teaching Suggestion: This question invites students to consider the themes of Cycles of Violence and Cycles of Oppression as reactions to unresolved traumatic experiences. In the play, Lorca’s women are trapped and can see no way out; this is partly because they are controlled by their mother and controlled by the expectations of the village, both of which are oppressive and damaging to their mental health. The historical context of the play insinuates that their entrapment is a product of Spanish society, which has double standards for young men and women. This Prompt connects to the Discussion/Analysis Prompt.

Differentiation Suggestion: For more advanced classes and/or classes that may have extended reading lists, the above Personal Connection Prompt may be amended to include the following question: Analyze a piece in literature where the character suffers from cyclical violence and or oppression. Is this character able to leave the cycle? Why or why not?