THE VIRGINIAN: THE CLASSIC WESTERN NOVEL


Student Handout


STEREOTYPES

Ask students to discuss westerns they have read or viewed in the past. Have them brainstorm all the ideas that come to mind when they hear the phrase "a western," and write their comments on the board. Be sure that they consider all basic literary elements: plot, setting, characterization, symbols, and themes. Based on their list, have them develop a definition for the western genre. Then have them analyze their definition: On what did they base their definition? How much relies on stereotypes? What are stereotypes? From where do these stereotypes come? How does the image of "the western" as portrayed in the media compare with that of the real history and activities of that time period? Does the students' definition of "western" allow for much development within the genre, or is it a tight formula? Is it important that westerns be created within a formula to preserve the traditional themes of the genre? After viewing, have students discuss whether or not THE VIRGINIAN presents any "western" stereotypes? Extension: Challenge students to write two versions of a western short story--one based on stereotype and one based on the historical activities of the time period. How do students react to each version?


CHARACTERIZATION

• Who are the typical characters in a western? Ask students to list the usual characters needed to create a western and the adjectives that describe them. How do we recognize these characters and the roles they play? Are they flat or round characters? Introduce students to the main characters of the film THE VIRGINIAN. As they view the film, students should choose adjectives to describe the major characters. Do these characters seem "typical"? Which frequently occurring characters are absent in this western? [i.e. Indians] How are the "cowboys" portrayed? Have students consider why the Virginian does not have a name. Discuss the idea of the archetype. Is the Virginian an archetype? Distribute the Student Handout: Owen Wister: Poet of the West. Do students agree that the Virginian is "paradoxical" or the "incarnation of the American spirit?" Is he a hero? Explain. Extension: Have students write a character description for an actor hoping to get the role of the Virginian. What characters in other feature films could fit this description?
  
  
• What is the role of women in a traditional western? Or minorities? How do students feel about the characteristics attributed to women and minorities? Do they think they were accurate for their time? Are they fair now? Ask them to justify their answers. As students view THE VIRGINIAN, ask them to pay attention to the characterization of women and Native Americans in the film.

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PLOT

Refresh students' memory of a typical plot chart with its introduction, presentation of the main conflict, rising action, climax, and denouement. Ask them to create to make a specific one for THE VIRGINIAN as they view the film. Create a discussion around the strengths and weaknesses of the western plot. What about this plot structure makes the western so popular? What do students enjoy and dislike about it? After viewing, have students compare the plot of THE VIRGINIAN to that of other westerns from the past century. Based on this plot chart, can you think of any "modern" westerns? What elements of THE VIRGINIAN endure in these "modern westerns"?


SETTING

Have students research the setting of THE VIRGINIAN (the American West, specifically Wyoming and Medicine Bow in the late 1880s, the Johnson County War of 1892, the conflicts between the cattle barons and the small ranchers.) How does this setting shape the story of THE VIRGINIAN? What were the differences between people in the East and settlers of the West in terms of customs, culture, manners, housing, and justice? Why do students think these differences occurred? In what ways can the settings of westerns be considered "characters"? Are they benign, hostile, indifferent? Ask students to think of examples to demonstrate their opinions and to look for evidence that setting has or does not have an active presence in THE VIRGINIAN.


SYMBOLISIM

Consider the simplicity of the "good guys vs. bad guys" western conflict and the symbols that contribute to that conflict. What are frequently used colors and symbols in westerns? Ask students to create a collage that illustrates these commonly used symbols. What other symbols are used in THE VIRGINIAN? In what ways do they enhance the development of the story's themes?


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