Jean Tay: Everything but the Brain：練習題

What is the name of Arthur's daughter who works as a researcher in the play?

In Everything but the Brain, how does Arthur's former profession as a secondary school teacher of mathematics and technical subjects influence his reaction to his declining faculties?

What dramatic purpose is served by the recurring theatrical transition between Cheryl's physics classroom lectures and the domestic scenes of caretaking at home?

Who is the protagonist's father in Jean Tay's play Everything but the Brain?

In Jean Tay's Everything but the Brain, how does the repeated metaphor of a stroke as an "earthquake" or "fault line" develop the audience's understanding of Arthur's physical and mental decay?

In Jean Tay's Everything but the Brain, what specific condition causes the gradual deterioration of Arthur's health and mental faculties?

In Jean Tay's Everything but the Brain, how does the recurring motif of trains relate to Cheryl's desire to manipulate time for her father?

In Everything but the Brain, how do the Chorus of student figures dramatically reinforce Cheryl's emotional entrapment in her past?

In Jean Tay's play Everything but the Brain, various dramatic devices and structural elements are employed to explore the central themes of time, memory, and grief.

Read the following questions carefully and provide structured analytical responses based on the play:

(a) Explain how Jean Tay utilizes the motif of the train and the concept of relative motion as dramatic devices to represent Cheryl's psychological struggle against time and her father's deterioration. (3 marks)

(b) Analyze the dramatic significance of the chorus of the three clocks (or timepieces). Discuss how their interactions and rhythmic dialogue contribute to the overall theatrical atmosphere and thematic tension of the play. (3 marks)