How I Learned To Drive Analysis

For four days (January 17th to 20th), University of Toronto’s Trinity College Dramatic Society (TCDS) had performed Paula Vogel’s 1997 play How I Learned to Drive. The play revolves around Li’l Bit who reflects on her relationship with Uncle Peck, while learning the rules of the road. Through a retrospective narrative, Li’l Bit tells how learning to drive became a sexual motive for Uncle Peck. At the same time, Li’l Bit acknowledges the consequences of her actions, which affects her future. While being a student-run production, TCDS had met with great exceptions regarding the ability to produce and perform a play that focuses on a sexual abuse. Although the actors had done a well executed portrayal of the characters, the production was a mere glorified drama class that overall lacked many details in regard to the costumes; the set and background; and the use of props. While the play does not justify any costume choices, aside from the intent use of Li’l Bit’s blouse, the production had done a good job incorporating a blouse, but it was worn underneath a sweater. The only time the sweater was taken off was during the Photoshoot scene and for obvious reasons, the production did not and could not represent her ‘exposed sternum’ and produce the same …show more content…
There was an emphasis that the use of minimal props and background would not take away from the production’s overall message of sexual abuse between a child and an adult. Instead, the focus was drawn away from the lack of the actor’s surroundings, and the use of the stage. The stage was not only used to perform but was also a place for the actors to sit while not in the scene. Although the spotlight was made clear on the emphasis on the characters, there was no doubt that the production was nothing more than a glorified drama