Hedda Gabler – Henrik Ibsen

Henrik Ibsen’s Hedda Gabler is a striking portrayal of a complex woman struggling against societal norms and her personal dissatisfaction. At the center of the play is Hedda, a character marked by contradictions—she is both manipulative and vulnerable, powerful yet confined. Ibsen masterfully crafts a narrative that delves deep into themes of power, control, gender roles, and the societal expectations that bind individuals, particularly women, in late 19th-century society.

Important: We present all these sections in bullet-points because providing ready-made sentences will not make you IB students. Using these short notes, build your sentences and paragraphs and essays, adding connectors and changing tenses.

MENU | More Free Resources

• Short Summary.
• Extended Summary.
• Contexts.
• Character Development.
• Thematic Exploration.
• Global Issues.
• Author Information.
• Authorial Choices.
• Linguistic Features.
• Intertextuality.
• Literary Vocabulary.
• Quotes
• Persepolis Vs 10 IB Texts

Short Summary

Hedda Gabler is a play that was written to be enacted on a stage, so do not compare it with action-packed movies of today. It has its limitations as a play. You can observe the dramatic features that convey the message. The story goes like this:

• Hedda is a newly married young woman of a high social status. We do not know much about her father, mother, brothers and other details. When the curtain rises, she returns from her honeymoon with George Tesman, already feeling dissatisfied and trapped in her new marriage. She is already fed up with Tesman’s discussing his career aspirations, hoping to secure a professorship, while Hedda expresses boredom with her domestic life.
• Mrs. Elvsted arrives, seeking help for Eilert Lovborg, a reformed former lover of Hedda’s, who has published a successful new book. Hedda rekindles her interest in Løvborg, secretly resenting his success and Mrs. Elvsted’s influence over him. You know, this Hedda is an impossible character. We don’t know what makes her happy.
• Tesman realizes Løvborg is a professional rival, which makes him anxious about his future; however, we soon notice that his rivalry doesn’t rise above just a fear of being overtaken. Hedda manipulates Løvborg, encouraging him to relapse into alcoholism during a party, pushing him back into destructive habits.
• Løvborg loses his manuscript, a symbol of his future success, which Tesman finds and brings home. Hedda burns Løvborg’s manuscript, claiming she wants to destroy his work in a symbolic “act of liberation.”
• Løvborg dies, under mysterious circumstances, possibly by suicide, using a pistol Hedda gave him. Hedda is blackmailed by Judge Brack, who knows of her involvement, leading her to take her own life in despair.

Extended Summary

Let’s get a bit closer to the story. How does the plot develop, what happens to the lead characters? If you have already read the novel cover to cover, you can skip this session and proceed to Contexts. 

• The play opens in the Tesman household, newly purchased by George Tesman. Berte, the maid, is preparing for the arrival of George and his wife, Hedda Tesman. Hedda and George Tesman return from a six-month honeymoon.
• Hedda is bored and uninterested in her new surroundings. Tesman is enthusiastic about his research and potential professorship.
• Miss Juliana Tesman (Aunt Julle), George’s aunt, arrives to greet the newlyweds. Aunt Julle tries to win Hedda’s approval, but Hedda is cold and dismissive. Hedda shows irritation when Aunt Julle mentions her possible pregnancy.
• Tesman talks about his financial worries, hoping to secure a professorship. Tesman learns that his academic rival, Eilert Lovborg, has returned with a successful new book. Hedda reveals she once knew Lovborg, but keeps details vague.
• Judge Brack, a family friend, arrives and talks about Lovborg’s reformation. Brack alludes to Hedda being dissatisfied with her marriage. Hedda complains about the constraints of domestic life.
• Tesman expresses concern that Lovborg may threaten his chance at the professorship. Mrs. Thea Elvsted, an old schoolmate of Hedda, arrives unexpectedly. Mrs. Elvsted is anxious about Lovborg’s behavior and asks for help. She reveals that Lovborg has been living with her and her husband, working on his new book.
• Mrs. Elvsted confides in Hedda that she has influenced Lovborg’s reformation. Hedda is intrigued by Mrs. Elvsted’s influence over Lovborg. Hedda subtly manipulates Mrs. Elvsted into admitting her emotional connection to Lovborg. Mrs. Elvsted fears Lovborg may relapse into his former self-destructive ways.
• Lovborg arrives at the Tesman home, calm and composed. Tesman greets Lovborg awkwardly, aware of their rivalry. Lovborg speaks of his newfound discipline and success.
• Hedda begins to manipulate the conversation, rekindling her past influence over Lovborg. Lovborg becomes uncomfortable, sensing Hedda’s control. Mrs. Elvsted tries to keep Lovborg focused on his work.
• Hedda encourages Lovborg to drink, despite his efforts to remain sober. Lovborg initially resists but gives in under Hedda’s influence. Tesman invites Lovborg to a gathering at Judge Brack’s home.
• Lovborg agrees to go, against Mrs. Elvsted’s wishes. Hedda convinces Lovborg to embrace his “true” nature, reigniting his reckless behavior. Lovborg leaves with Tesman and Brack, promising to behave. Hedda enjoys her control over Lovborg, watching his descent into self-destruction.
• Mrs. Elvsted expresses concern to Hedda about Lovborg’s relapse. Hedda reassures Mrs. Elvsted but takes pleasure in her distress. The next morning, Tesman returns home from Brack’s party.
• Tesman reveals that Lovborg caused a scandal and lost control at the gathering. Lovborg lost his manuscript, a key part of his future academic success. Tesman finds Lovborg’s manuscript while leaving Brack’s house.
• Tesman plans to return it to Lovborg later that day. Hedda, fascinated by the potential for destruction, persuades Tesman to leave it with her.
• Tesman rushes off to see Aunt Julle, who is ill. Lovborg arrives at the Tesman home, devastated by the loss of his manuscript. He confesses to Hedda that he ruined himself at the party. Lovborg tells Hedda he lost the manuscript and believes his life is over.
• Mrs. Elvsted arrives, hoping to help Lovborg, but he dismisses her. Lovborg tells Mrs. Elvsted that he deliberately destroyed the manuscript. Mrs. Elvsted is heartbroken, realizing the work they did together is gone.

• Lovborg decides to end his life and bids Mrs. Elvsted farewell. After she leaves, Lovborg confides in Hedda about his plan to die. Instead of discouraging him, Hedda gives him one of her father’s pistols. Very unrealistic plot! She encourages him to “do it beautifully,” hinting at an elegant suicide. Lovborg leaves, determined to face his fate. Hedda burns Lovborg’s manuscript, symbolizing her desire for control and destruction.
• Mrs. Elvsted returns, still distraught over Lovborg’s fate. Tesman returns and discusses the manuscript with Hedda. Hedda reveals she burned the manuscript, calling it a “child” between Lovborg and Mrs. Elvsted. Tesman is shocked but doesn’t fully understand her motives.
• Judge Brack arrives with news of Lovborg’s death. Brack reveals that Lovborg didn’t commit suicide in a dignified way. Instead, Lovborg accidentally shot himself in the stomach in a disreputable part of town. Hedda is deeply disappointed by the manner of Lovborg’s death.
• Brack realizes the pistol Lovborg used was Hedda’s. He subtly threatens Hedda with the scandal that could follow if this is revealed. Hedda feels trapped by Brack’s knowledge and his blackmail. Brack now has control over Hedda, using her fear of scandal to manipulate her. Hedda is horrified at the idea of being under Brack’s power. Tesman, unaware of Brack’s manipulation, remains focused on his academic work. Tesman and Mrs. Elvsted begin working on reconstructing Lovborg’s manuscript from notes.
• Hedda feels completely isolated, with no control over her life or circumstances. She realizes that she has lost power over the men in her life. Brack makes it clear that Hedda has no escape from her situation. Hedda grows more restless and desperate. Tesman continues to work on Lovborg’s notes, oblivious to Hedda’s inner turmoil.
• Hedda begins to play the piano, a sign of her mounting anxiety. She stops abruptly and heads to another room. Hedda takes one of her father’s pistols, contemplating her options. She realizes that suicide is her only way to escape Brack’s control.
• Hedda fires the pistol, killing herself in an adjoining room. The sound of the gunshot shocks the people in the house. Tesman and Mrs. Elvsted rush to investigate the noise. They are horrified to discover that Hedda has shot herself.
• Tesman is grief-stricken and confused by Hedda’s death. Mrs. Elvsted is in shock, unable to comprehend the situation. Brack is shocked but tries to maintain his composure. Brack realizes that with Hedda’s death, he has lost his power over her.
• Tesman is devastated and confused, still not fully understanding why Hedda killed herself. Mrs. Elvsted is heartbroken but tries to focus on reconstructing Lovborg’s manuscript. Tesman, despite his grief, decides to continue working on Lovborg’s manuscript with Mrs. Elvsted. They return to the task of reconstructing Lovborg’s lost work.
• Brack reflects on the situation, realizing he can no longer manipulate Hedda. He comments on the tragedy of the situation, highlighting the power dynamics at play. Tesman remains unaware of the full extent of Hedda’s despair and Brack’s influence over her. Mrs. Elvsted quietly continues her work, focused on Lovborg’s manuscript.
• Hedda’s death marks the culmination of her desire for control and escape from her confined life. The play ends with Tesman and Mrs. Elvsted moving on with their work, despite the tragedy. Brack is left with the bitter realization that his control over Hedda ended in her death. The play concludes on a somber note, highlighting themes of power, control, and personal freedom.

Compare The Great Gatsby | Persepolis

Contexts

Now you have got a grasp of the various contexts of Hedda Gabler. Now, you can go back to the Short Summary.

Compare with Scarlet Letter

Character Development

Thematic Exploration

Here are the main themes in Hedda Gabler, along with 20 key points or instances for each theme. These points are focused on how the themes are presented throughout the play.

Thematic Instances

In Henrik Ibsen’s Hedda Gabler, several themes emerge throughout the play, which align with the analysis framework for IBDP English A. Here are five of the most common themes, along with 20 instances (quotes or scenes) for each theme:

1. Power and Manipulation

Hedda’s constant efforts to control people around her reflect this theme. Her desire for dominance over others, often through subtle or direct manipulation, is a central part of the play.

Instances:

• Hedda manipulates George Tesman into buying an expensive house, knowing it would financially strain them.
• Hedda convinces Eilert Lövborg to attend the party even though he is trying to reform his life.
• Hedda lies to Mrs. Elvsted about Lövborg’s feelings to manipulate her emotionally.
• She manipulates Judge Brack by flirting with him, even though she despises him.
• Hedda tempts Lövborg into drinking again, undoing his sobriety.
• She withholds Lövborg’s manuscript and later burns it, seeing it as a way to control his destiny.
• Hedda influences Tesman to prioritize his career by pretending to support him, while she harbors personal contempt.
• She manipulates Brack into keeping her secret about the pistol used in Lövborg’s suicide.
• Hedda pressures Mrs. Elvsted into helping reconstruct the manuscript, knowing it would be impossible.
• She uses the power of secrecy regarding Lövborg’s death to exert control over Brack.
• Hedda’s use of her father’s pistols reflects her attempt to assert power through violence.
• She treats her pregnancy with indifference, using it as a psychological tool over Tesman.
• Hedda manipulates Tesman’s career ambitions, subtly pushing him to focus on winning over his academic rival.
• Hedda’s refusal to engage in domestic life is a rejection of societal expectations, her way of exercising control.
• Her decision to burn the manuscript is a power play over both Lövborg and Mrs. Elvsted.
• She lies to Brack about her intentions with the pistol, feigning innocence.
• Hedda manipulates Tesman’s emotions by acting supportive of his academic pursuits, while privately resenting him.
• She controls the conversation with Mrs. Elvsted, planting seeds of doubt about Lövborg.
• Hedda’s disinterest in Tesman’s work subtly undermines his confidence, furthering her control over him.
• Hedda’s final act of suicide is an assertion of ultimate control over her own fate.

2. Freedom vs. Confinement

Hedda feels trapped in her marriage and social expectations, and much of her manipulation and desire for power stems from this internal conflict between a desire for freedom and the constraints of her environment.

Instances:

• Hedda’s marriage to Tesman is an expression of societal confinement, as she feels trapped in a conventional role.
• Her disdain for domesticity is evident when she rejects Tesman’s plans for their home.
• Hedda refuses to settle into the role of motherhood, feeling restricted by the societal expectation of becoming a mother.
• She feels caged in by her own house, referring to it as something she never wanted.
• Hedda’s interaction with Mrs. Elvsted reveals her envy of Mrs. Elvsted’s courage to leave her unhappy marriage.
• Hedda’s possession of her father’s pistols symbolizes her longing for freedom through violence.
• Her manipulation of Lövborg reflects her desire to control someone’s fate as a proxy for her own lack of freedom.
• Hedda’s fear of scandal, and the societal confinement it would bring, pushes her to manipulate Lövborg’s final moments.
• She tries to break free from Judge Brack’s control after he learns of her involvement in Lövborg’s death.
• Hedda’s boredom and dissatisfaction with life reveal her sense of confinement within society’s expectations.
• She envies Lövborg’s freedom in rejecting conventional life and trying to rebuild his reputation.
• Hedda dreams of a “beautiful” death, seeing it as the ultimate freedom from societal confinement.
• Her dismissal of George Tesman’s career and social standing reflects her disdain for the roles she is expected to support.
• Hedda’s obsession with controlling others’ destinies hints at her desire to break free from her own predetermined life.
• Hedda’s manipulation of Lövborg’s relapse reflects her internal struggle with her own confinement.
• She refuses to let Mrs. Elvsted have control over Lövborg’s future, asserting her dominance in a bid for freedom.
• Hedda sees Lövborg’s death as an act of freedom, something she envies but cannot attain herself.
• Hedda views her future with Judge Brack as the ultimate form of confinement, leading her to suicide.
• Her constant longing for excitement and beauty is tied to her feelings of being trapped in a dull, confined life.
• Hedda’s final act of taking her life is her escape from the oppressive societal cage.

3. Gender Roles and Feminism

The play explores the limitations placed on women during the time, and Hedda’s actions are often a reaction to the confined roles assigned to her as a woman in 19th-century society.

Instances:

• Hedda’s disinterest in motherhood highlights the conflict between societal expectations and her own desires.
• She resents the role of the dutiful wife that she is expected to play in her marriage to Tesman.
• Hedda envies Lövborg’s freedom to live outside societal norms, something she feels denied as a woman.
• Hedda’s manipulation of Tesman and others is a way to assert power in a male-dominated world.
• She uses her beauty and charm to manipulate men, exploiting the limited power she has in a patriarchal society.
• Hedda’s refusal to engage in traditional feminine roles, like supporting her husband’s career, shows her rejection of societal norms.
• Her relationship with Judge Brack reflects the power imbalance between genders, as he holds power over her through knowledge.
• Hedda’s desire to control Lövborg’s fate contrasts with Mrs. Elvsted’s nurturing influence, highlighting the different roles women play.
• Her envy of Mrs. Elvsted’s influence over Lövborg is partly rooted in gender dynamics.
• Hedda’s father’s pistols are a symbol of masculine power that she appropriates.
• Hedda feels trapped by the expectations of domestic life and longs for the excitement that men like Lövborg seem to experience.
• She resents the societal double standards that allow men like Lövborg and Brack to behave freely, while she is constrained.
• Hedda’s manipulation of Lövborg’s suicide reflects her desire to achieve power in a world where women have little control.
• The play portrays Hedda’s struggle to express her individuality in a society that confines women to certain roles.
• Her final rejection of Brack’s power over her is an act of rebellion against male dominance.
• Hedda’s dismissal of the role of motherhood reflects her rejection of the traditional female roles expected of her.
• She uses her marriage as a tool for social climbing, aware of the limited ways women can gain status in a patriarchal society.
• Hedda’s envy of the freedoms men have in terms of career and life choices drives much of her dissatisfaction.
• The societal expectation for Hedda to support Tesman’s career and family life traps her in a life she resents.
• Hedda’s final act of suicide can be seen as a feminist statement, a refusal to be controlled by men like Tesman or Brack.

4. Honor and Reputation

Characters in Hedda Gabler are concerned with maintaining appearances and protecting their reputations, which heavily influences their actions.

Instances:

• Tesman’s obsession with securing his academic post stems from a desire for social standing and respect.
• Hedda’s concern with appearances is evident when she hides her true feelings about her life.
• Hedda fears the scandal of Lövborg’s relapse being linked to her, showing her concern with reputation.
• Lövborg’s desire to reclaim his honor drives his decision to abstain from drinking and reform his life.
• Hedda burns Lövborg’s manuscript, understanding that it would ruin both his and Mrs. Elvsted’s reputations.
• Judge Brack’s manipulation of Hedda is based on his knowledge of her involvement in Lövborg’s death, threatening her social standing.
• Tesman’s eagerness to impress the academic community shows his concern with reputation.
• Lövborg’s decision to face public disgrace rather than live with dishonor leads to his downfall.
• Mrs. Elvsted leaves her husband in pursuit of helping Lövborg, risking her own reputation.
• Hedda pretends to support Tesman’s academic work to maintain appearances, even though she despises it.
• Hedda manipulates Lövborg’s final moments, leading him to believe he can die honorably.
• Tesman’s constant concern with what others think shows his preoccupation with reputation.
• Hedda’s fear of a scandal surrounding her pregnancy reflects societal pressure to maintain a respectable image.
• Lövborg’s attempt to redeem himself through his manuscript shows his concern with honor.
• Hedda manipulates the situation to ensure Lövborg’s death is seen as a courageous act rather than a drunken mistake.
• Tesman’s reaction to the loss of Lövborg’s manuscript reflects his concern with academic honor.
• Hedda’s refusal to engage in Tesman’s career reflects her disregard for the reputation he seeks.
• Brack’s manipulation of Hedda is based on his understanding of how scandal would affect her reputation.
• Hedda’s fear of public disgrace drives many of her actions, including her ultimate decision to commit suicide.
• The societal importance placed on reputation traps many characters in roles they despise but feel obligated to maintain.

5. Death and Destruction

Death and the concept of a beautiful, courageous death are recurring themes in Hedda Gabler, with Hedda romanticizing the idea as an escape from her own frustrations and confinement.

Instances:

• Hedda romanticizes Lövborg’s potential death, calling it a beautiful act.
• Hedda’s obsession with her father’s pistols reflects her fascination with death.
• Hedda manipulates Lövborg into considering suicide, playing on his desperation.
• Lövborg’s death is a direct result of Hedda’s manipulation, with her pushing him toward what she sees as a noble end.
• Hedda’s own thoughts of suicide are an expression of her desire for escape and control over her life.
• She fantasizes about a beautiful death as a way to free herself from societal constraints.
• Hedda’s discussion of Lövborg’s manuscript as his “child” connects the destruction of the manuscript to death.
• Lövborg’s death is seen as a romanticized escape from disgrace, reflecting Hedda’s views on the subject.
• Hedda’s eventual suicide is a final act of rebellion against the life she despises.
• Lövborg’s death by Hedda’s pistol reflects her influence over life and death.
• Hedda’s manipulation of Lövborg’s death contrasts with her disdain for the mundane aspects of life.
• Lövborg’s decision to take his life is partly driven by Hedda’s encouragement to die nobly.
• Hedda’s fascination with the pistols shows her morbid preoccupation with violence and death.
• She sees Lövborg’s downfall as a form of destruction that she can control and manipulate.
• Hedda’s belief in a beautiful death contrasts with her fear of scandal and disgrace in life.
• The destruction of the manuscript represents the death of Lövborg’s intellectual legacy, something Hedda finds thrilling.
• Lövborg’s final moments are manipulated by Hedda to create what she considers a noble, dramatic death.
• Hedda’s thoughts of suicide reveal her desperation and dissatisfaction with life.
• Lövborg’s death serves as a turning point for Hedda, showing the destructive power of her manipulations.
• Hedda’s suicide is her ultimate form of destruction, taking control of her life in the only way she believes possible.

Sample Questions

• How do the authors of the two works you have studied portray the exercise of power and control in their societies? Compare and contrast how power dynamics influence the actions and decisions of the protagonists.
• To what extent do the two works you have studied critique or reinforce traditional gender roles? Compare how each author explores the societal expectations of men and women and their resistance or conformity to these roles.
• How do the female characters in the two works you have studied respond to societal constraints? Compare their responses in terms of personal agency and freedom.
• How do the two works you have studied depict the conflict between the individual and societal expectations? Compare how the authors portray the consequences of defying or submitting to societal norms.
• In the works you have studied, how do the authors explore the theme of freedom versus confinement? Compare how physical, psychological, or societal constraints are represented in the two works and their impact on the characters.
• How is the journey of self-discovery portrayed in the two works you have studied? Compare how the protagonists’ search for identity shapes the narrative structure and themes in each work.
• In what ways do the authors use symbolic elements to represent the protagonists’ quest for identity in both works? Compare the significance of key symbols in this process of self-discovery.
• Compare how the authors of the two works you have studied address the theme of social class. How do class distinctions shape relationships, opportunities, and conflicts within each narrative?
• How do the authors critique or uphold the class structures of their respective societies? Compare the representation of social mobility and its implications for the characters’ lives.
• How is the past used as a driving force in the two works you have studied? Compare how the authors depict the role of memory, regret, or nostalgia in shaping the characters’ present actions.
• How do the authors of the two works you have studied portray violence and its consequences? Compare the depiction of physical, emotional, or psychological violence and its impact on the characters and society.
• How do the authors of the two works you have studied explore the theme of isolation and alienation? Compare how the sense of being an outsider affects the characters’ interactions with others and their personal development.
• How do the two works you have studied address questions of morality and ethics? Compare how the protagonists grapple with moral dilemmas and how these decisions reflect broader societal issues.
• In both works, how do the authors critique or challenge conventional notions of right and wrong? Compare how the protagonists’ ethical struggles drive the narrative forward.
• How do the authors of the two works you have studied use nature or the environment to reflect the characters’ emotions or societal conditions? Compare the symbolic role of nature in both works.
• How do both authors depict the relationship between humans and the natural world? Compare the ways in which this relationship serves to critique or enhance the characters’ understanding of themselves and their world.
• How do the authors of the two works you have studied explore the tension between fate and free will? Compare how the characters’ belief in destiny or personal agency shapes their decisions and the outcomes of the plot.
• How do the two works you have studied employ symbolism to enhance the central themes? Compare the significance of key symbols and how they contribute to the overall meaning of the texts.
• How do the settings of the two works you have studied influence the characters and the development of key themes? Compare how each author uses the setting to reflect the emotional, social, or political landscape of the narrative.
• How do the authors of the two works you have studied explore the themes of hope and despair? Compare how the balance between optimism and pessimism is portrayed in each narrative.

Global Issues

Identity

• Hedda’s Inner Conflict: Hedda struggles with her identity as a woman in a male-dominated society, feeling trapped between societal expectations and her desire for independence.
• Tesman’s Academic Ambitions: Jørgen Tesman’s identity as a scholar is tied to his professional achievements, revealing how societal roles shape personal identity.
• Thea Elvsted’s Transformation: Thea evolves from a submissive wife to a more assertive individual, showcasing her struggle to establish her identity independent of her husband.
• Løvborg’s Quest for Redemption: Ejlert Løvborg’s journey reflects his attempt to redefine himself after a history of alcoholism and failure.
• Hedda’s Manipulation of Others: Hedda’s interactions with others illustrate her attempts to control their identities, reflecting her own insecurities.
• Social Expectations: The characters’ behavior is influenced by societal norms, affecting their self-perception and identities.
• Hedda’s Reluctance to Conform: Her disdain for societal conventions emphasizes her struggle with the roles imposed on her by society.
• Brack’s Dual Identity: Judge Brack navigates multiple roles as a friend, authority figure, and potential lover, complicating his identity.
• Mrs. Elvsted’s Dependency: Thea’s reliance on Løvborg for her sense of purpose underscores how relationships shape personal identity.
• Tragic Resolution: Hedda’s ultimate decision to take her own life signifies her rejection of the identities prescribed to her by society.

Culture

• Social Norms: The play critiques the rigid social norms of 19th-century Norway, particularly regarding gender roles and marriage.
• The Role of Women: Hedda’s character embodies the struggle against the cultural constraints placed on women, reflecting broader societal attitudes.
• Academic Culture: Tesman’s ambition reflects the cultural value placed on academic achievement and its implications for personal worth.
• Artistic Expression: Løvborg’s pursuit of literary success highlights the cultural importance of creativity and the pressures faced by artists.
• Moral Values: Brack’s manipulation of the truth showcases the cultural tension between moral integrity and societal expectations.
• Tradition vs. Modernity: The play illustrates the conflict between traditional values and the emerging modernity of the time.
• Cultural Isolation: Hedda’s sense of isolation reflects the limitations of her cultural environment and her inability to find fulfillment.
• Influence of Class: Class distinctions play a significant role in the characters’ interactions and aspirations, shaping their cultural identities.
• Emotional Expression: The suppression of emotions in favor of decorum highlights cultural attitudes toward vulnerability and strength.
• Social Status: The characters’ status influences their interactions, showcasing how culture dictates power dynamics in relationships.

Power

• Hedda’s Manipulation: Hedda wields power through manipulation, using her influence over others to assert control in her life.
• Brack’s Authority: Judge Brack represents societal power structures, exerting control over Hedda by threatening to expose her secrets.
• Gender Dynamics: The power imbalance between men and women is central to the play, highlighting the limitations placed on female agency.
• Løvborg’s Vulnerability: Ejlert Løvborg’s reliance on others for validation exposes the fragility of power in relationships.
• Tesman’s Aspirations: Tesman’s desire for a professorship reflects his pursuit of power within the academic realm, illustrating how ambition drives individuals.
• Social Expectations: The societal power dynamics dictate the characters’ behavior, revealing how external forces shape personal choices.
• Hedda’s Rebellion: Her acts of defiance against societal norms symbolize a struggle for power and autonomy in a constrained environment.
• Consequences of Control: The tragic outcomes for several characters illustrate the destructive nature of power struggles and manipulation.
• Class and Power: Class status influences the characters’ ability to wield power, affecting their relationships and opportunities.
• Hedda’s Fatal Choice: Hedda’s suicide serves as a final act of defiance against the power structures that confine her, emphasizing her ultimate loss of agency.

Gender

• Hedda as a Feminist Figure: Hedda challenges traditional gender roles by resisting the expectations of marriage and motherhood.
• Thea Elvsted’s Subservience: Thea’s character reflects the submissive role often assigned to women, contrasting with Hedda’s desire for autonomy.
• Male Dominance: The interactions between the male characters reveal a patriarchal society where men hold power and women are often marginalized.
• Societal Expectations: The play critiques the societal pressures on women to conform to domestic roles, illustrating the limitations placed on their choices.
• Hedda’s Manipulation of Gender Norms: Hedda uses her sexuality and wit to manipulate the men around her, showcasing a subversion of traditional gender dynamics.
• Impact of Marriage: The institution of marriage is portrayed as a limiting force for women, affecting their identities and aspirations.
• Sexuality and Power: Brack’s advances toward Hedda highlight how sexual dynamics intersect with power in relationships.
• Isolation of Women: The emotional isolation experienced by Hedda and Thea underscores the effects of societal expectations on women’s lives.
• Conflict Between Femininity and Autonomy: The struggle between maintaining femininity and asserting independence is a central theme in Hedda’s character.
• Tragic Outcomes for Women: The play’s tragic conclusion emphasizes the severe consequences of gender-based oppression and the lack of agency afforded to women.

Conflict

• Hedda’s Internal Conflict: Hedda grapples with her desires for freedom and control versus societal expectations, creating a tension that drives her actions.
• Social vs. Personal Aspirations: The characters experience conflict between their personal desires and societal obligations, particularly evident in Tesman’s ambitions.
• Rivalry Between Tesman and Løvborg: The competition between the two men for academic success illustrates external conflict and the pressures of ambition.
• Manipulation as Conflict: Hedda’s manipulative actions create interpersonal conflicts, particularly with Løvborg and Thea, leading to tragic outcomes.
• Gender Conflict: The power struggles between men and women highlight broader societal conflicts related to gender roles and expectations.
• Moral Conflict: Brack’s manipulation of truth and loyalty creates ethical dilemmas for the characters, reflecting the complexities of moral choices.
• Emotional Turmoil: The characters’ emotional conflicts stem from unfulfilled desires and societal pressures, leading to personal crises.
• Conflict of Ideals: The clash between Hedda’s idealistic vision of life and the reality of her circumstances creates ongoing tension throughout the play.
• Tragic Consequences of Conflict: The unresolved conflicts culminate in tragedy, showcasing the destructive potential of internal and external struggles.
• Resolution Through Despair: The play’s conclusion serves as a resolution of conflict, albeit through the tragic means of Hedda’s suicide, emphasizing the futility of her struggles.

Author Information – Henrik Ibsen

• Birth and Early Life: Henrik Ibsen was born on March 20, 1828, in Skien, Norway, into a merchant family that faced financial difficulties during his childhood.
• Education: He had limited formal education due to his family’s financial struggles, and he began working at a young age, first as a clerk.
• Early Career: Ibsen started his writing career as a playwright in the 1850s, initially focusing on historical and romantic dramas.
• Influence of Romanticism: His early works were influenced by the Romantic movement, emphasizing emotion and individualism.
• Move to Italy: In 1864, Ibsen moved to Italy, where he lived for nearly 27 years, finding inspiration for his later works.
• Realism and Modernism: He is considered a pioneer of modern drama, introducing realism to the stage and focusing on everyday life and social issues.
• Feminist Themes: Ibsen’s plays often explore themes of gender inequality and the struggles of women in society, making him an important figure in feminist literature.
• Notable Works: Some of his most famous plays include A Doll’s House, Ghosts, An Enemy of the People, and The Wild Duck, in addition to Hedda Gabler.
• Character Development: Ibsen is known for creating complex characters who grapple with societal expectations, moral dilemmas, and personal desires.
• Impact on Theatre: His innovative approach to playwriting influenced many later playwrights, including Anton Chekhov and Arthur Miller.
• Symbolism: Ibsen often used symbolism and motifs to convey deeper meanings, such as the use of doors in A Doll’s House to represent freedom and choice.
• Critique of Society: His works frequently critique the hypocrisy of societal norms and the consequences of conforming to them.
• Mental Health Awareness: Ibsen’s plays address themes of mental health and the psychological struggles of his characters, contributing to discussions on these issues.
• Later Life: He returned to Norway in 1891, where he continued to write, producing some of his most acclaimed works.
• Awards and Recognition: Ibsen received numerous accolades for his contributions to literature, and he is often regarded as one of the greatest playwrights of all time.
• Legacy: His influence extends beyond literature to film, opera, and other forms of art, demonstrating the relevance of his themes in contemporary society.
• Death: Ibsen died on May 23, 1906, in Oslo, Norway, leaving behind a rich legacy of dramatic literature.
• Controversial Topics: His works often tackled controversial subjects, such as divorce, morality, and social justice, challenging the conventions of his time.
• Personal Life: Ibsen married Suzannah Thoresen in 1858, and they had a son and a daughter, though he often lived in isolation due to his intense focus on writing.
• Influence on Modern Drama: Ibsen’s commitment to portraying realistic human experiences laid the groundwork for the development of modern drama, reshaping the landscape of theatre.

Authorial Choices

Stylistic features

1. Symbolism

• The Pistols: Hedda’s father’s pistols symbolize her desire for control and power, as well as her ultimate escape from societal constraints.
• The Open Window: The open window represents both freedom and the possibility of escape, contrasting with Hedda’s feeling of entrapment.
• The Green Carnation: Brack’s green carnation symbolizes his unique identity and his role as a social manipulator in the play.
• The Manuscript: Lovborg’s manuscript represents creative ambition and the fragility of success, highlighting the tension between artistic achievement and societal pressures.
• The House: The Tesman home symbolizes domesticity and societal expectations, with its oppressive atmosphere reflecting Hedda’s internal struggle.
• The River: References to a river evoke themes of life and death, as well as the fluidity of fate and choice.
• The Dances: Hedda’s memories of dances symbolize her lost freedom and the vibrant life she once aspired to live.
• The Fire: Fire imagery appears throughout the play, symbolizing passion and destruction, particularly in relation to Hedda’s ambitions.
• The Portrait of Hedda’s Father: This portrait symbolizes the weight of her family legacy and the expectations placed upon her as a woman.
• The Study: The study serves as a symbolic battleground for intellectual and artistic ambitions, representing the conflict between personal desire and societal roles.

2. Irony

• Hedda’s Desire for Freedom: Hedda yearns for freedom while simultaneously manipulating the lives of those around her, creating situational irony.
• Lovborg’s Fate: Lovborg, who aspires to be a great writer, is ultimately undone by his own ambition and Hedda’s interference, illustrating tragic irony.
• Tesman’s Naivety: Tesman believes he understands Hedda, yet he is oblivious to her true desires and struggles, highlighting dramatic irony.
• Brack’s Control: Brack presents himself as a friend, but his actions reveal his underlying manipulative intentions, creating situational irony.
• Hedda’s Influence: Hedda exerts control over Lovborg’s life, yet she is ultimately powerless to change her own fate, highlighting the irony of her situation.
• The Aesthetic Life: Ibsen contrasts the aesthetic life that Hedda admires with the mundane reality of her existence, revealing the irony in her aspirations.
• The Use of the Pistols: Hedda’s attempt to wield power through the pistols leads to her own destruction, illustrating the irony of her choices.
• The Celebrated Manuscript: Lovborg’s manuscript is both a source of pride and a means of his downfall, showcasing the irony of artistic ambition.
• Hedda’s Actions vs. Intentions: Hedda’s attempts to free Lovborg lead to his demise, illustrating the ironic consequences of her manipulations.
• The Illusion of Control: Hedda believes she controls her fate, yet her actions lead her into a deeper entrapment, highlighting the irony of her situation.

3. Imagery

• Descriptive Settings: Ibsen’s vivid descriptions of the Tesman home create an oppressive atmosphere, reflecting Hedda’s emotional state.
• Nature Imagery: References to the natural world, such as trees and rivers, evoke themes of life, death, and freedom throughout the play.
• Light and Darkness: Ibsen contrasts light and darkness in scenes, symbolizing hope and despair, particularly in Hedda’s interactions with others.
• Visual Details of Clothing: The characters’ clothing serves as a visual cue to their social status and emotional state, particularly Hedda’s elegant attire contrasted with her inner turmoil.
• Dramatic Contrast: The stark contrast between the vibrant past and the dull present in Hedda’s recollections enhances the theme of lost potential.
• Emotional Landscapes: Ibsen uses the imagery of landscapes to reflect characters’ internal struggles, such as Hedda’s restlessness and isolation.
• Pistol Imagery: The imagery surrounding the pistols evokes tension and foreshadows the impending tragedy, creating a sense of foreboding.
• The Fire Imagery: Ibsen incorporates fire imagery to symbolize passion and destruction, particularly in Hedda’s ambitions and final choices.
• Domestic Imagery: The imagery of domesticity underscores the societal expectations placed on Hedda, enhancing the play’s critique of gender roles.
• Symbolic Objects: Objects in the play, such as Lovborg’s manuscript and the pistols, are described in detail, emphasizing their significance to the characters’ arcs.

4. Dialogue

• Naturalistic Dialogue: The characters engage in realistic, everyday conversations that enhance the authenticity of their relationships and societal roles.
• Subtext in Conversations: Much of the dialogue is loaded with subtext, allowing the audience to perceive underlying tensions and emotions.
• Hedda’s Manipulative Speech: Hedda often employs persuasive language to manipulate those around her, particularly in her interactions with Lovborg and Tesman.
• Contradictory Statements: Characters often make contradictory statements, reflecting their internal conflicts and desires, particularly in Hedda’s speech.
• Repetitive Phrasing: Certain phrases recur in dialogues, emphasizing characters’ emotional states and reinforcing central themes.
• Formal vs. Informal Speech: The contrast between formal speech (Brack) and informal speech (Hedda and Tesman) highlights class differences and personal dynamics.
• Interjections: Characters often interrupt each other, creating a sense of urgency and tension in conversations, especially in confrontational moments.
• Evasive Language: Hedda frequently uses evasive language, revealing her reluctance to confront her emotions directly.
• Dramatic Revelations: Key revelations occur through dialogue, particularly in discussions about Lovborg’s past and Hedda’s motivations.
• Rhetorical Questions: Hedda uses rhetorical questions to express her discontent and provoke thought in other characters, particularly Tesman.

5. Tone

• Cynical Tone: Hedda often speaks with a cynical tone, reflecting her disillusionment with societal expectations and her own life.
• Melancholic Tone: The overall tone of the play is melancholic, emphasizing themes of loss, regret, and the struggle for identity.
• Tense Tone: The tone shifts to tense during confrontational scenes, particularly between Hedda and Brack or Lovborg.
• Detached Tone: Hedda’s detached tone in her interactions reveals her emotional numbness and struggle for control.
• Witty Tone: Ibsen employs moments of wit and irony in Hedda’s dialogue, showcasing her intelligence and manipulation skills.
• Desperate Tone: At moments, particularly towards the end, the tone becomes desperate, reflecting Hedda’s growing sense of entrapment.
• Foreboding Tone: A foreboding tone pervades the narrative, particularly surrounding the themes of death and despair, enhancing the play’s tragic elements.
• Sardonic Humor: Hedda uses sardonic humor to mask her insecurities and frustrations, adding complexity to her character.
• Tragic Tone: The tone shifts to a tragic one as the consequences of characters’ actions unfold, particularly in the climax.
• Hopeful Yet Despairing Tone: The juxtaposition of hopeful aspirations with despairing realities creates a complex emotional landscape throughout the play.

6. Foreshadowing

• Hedda’s Comments on the Pistols: Early references to the pistols foreshadow their tragic use later in the play, hinting at impending violence.
• Lovborg’s Manuscript: Lovborg’s discussions about his manuscript hint at his potential downfall, foreshadowing the dramatic events that follow.
• Brack’s Manipulative Nature: Early interactions with Brack reveal his controlling nature, foreshadowing his role in Hedda’s ultimate fate.
• Hedda’s Restlessness: Hedda’s frequent expressions of boredom and desire for excitement foreshadow her drastic actions to escape her situation.
• Conversations About Death: The characters’ casual discussions about death and suicide foreshadow the play’s tragic conclusion.
• Symbolism of the Open Window: The open window serves as a metaphorical foreshadowing of Hedda’s desire for escape and the ultimate outcome of her actions.
• Hints of Lovborg’s Past: References to Lovborg’s troubled history foreshadow his struggle with addiction and its consequences.
• Hedda’s Manipulations: Hedda’s early manipulations of Lovborg and Tesman foreshadow the chaos that will ensue later in the play.
• Brack’s Ultimatum: Brack’s early insinuations about having leverage over Hedda foreshadow the power dynamics that will culminate in her tragic choice.
• Imagery of Flames: The imagery of flames throughout the play foreshadows the destructive consequences of Hedda’s desires and choices.

Intertextuality

Intertextuality in Hedda Gabler

• Greek Tragedy: The play echoes elements of Greek tragedy, particularly in its exploration of fate, free will, and the tragic hero’s downfall, as seen in Hedda’s inevitable destruction.
• Shakespearean Influences: Ibsen’s work draws parallels to Shakespeare’s tragic heroines, such as Lady Macbeth, in terms of ambition, manipulation, and the psychological complexity of the female characters.
• Romantic Literature: The themes of unfulfilled desire and existential angst in Hedda Gabler resonate with Romantic literature, particularly in the portrayal of Hedda’s internal struggles and her quest for freedom.
• Dostoevsky’s Works: The exploration of psychological conflict and moral dilemmas in Hedda Gabler reflects themes found in Dostoevsky’s novels, emphasizing the characters’ existential crises.
• Theatre of the Absurd: Elements of absurdity in the play, particularly in the futility of Hedda’s desires and actions, can be compared to later works in the Theatre of the Absurd, like those by Samuel Beckett.
• Norwegian Folklore: References to Norwegian folklore and myths enrich the play’s cultural context, particularly in relation to themes of fate and the supernatural, influencing Hedda’s actions and mindset.
• Contemporary Social Critique: Ibsen’s critique of societal norms and gender roles in Hedda Gabler connects with feminist literature and theories, highlighting women’s struggles for autonomy in patriarchal societies.
• Modernist Literature: The play’s focus on psychological depth and the fragmentation of identity aligns with Modernist themes found in the works of authors like Virginia Woolf and James Joyce.
• Symbolic Use of Space: The use of domestic spaces in Hedda Gabler can be paralleled with other literary works that explore the constraints of domesticity, such as in Kate Chopin’s The Awakening.
• Philosophical Texts: The existential themes in Hedda Gabler, particularly in relation to choice and meaning, engage with philosophical texts by thinkers like Kierkegaard and Nietzsche, enriching the play’s intellectual depth.

Literary Vocabulary

These sample sentences help students analyze a text by encouraging critical thinking about the play’s themes, characters, and literary techniques. They expand students’ vocabulary with specific literary terminology, modeling how to construct analytical statements effectively. However, we do not recommend using the same sentences in your answers.

Quotes

Below are quotes (slightly modified from the original due to copyright laws) from the original work. Students have to cite the exact quotes from the original work.

1. Power and Control

• “I want for once in my life to have power over a human being.”
• “You don’t understand how I am tormented by the thought that I might have to live in this house.”
• “What sort of life is this for a woman? A slave’s life!”
• “You mustn’t let anyone control your life.”
• “I’d like to have the courage to set fire to the whole thing.”

2. Gender Roles and Societal Expectations

• “I want to be free—so free that I can go out and do as I like.”
• “I can’t bear to be at the mercy of the men in my life.”
• “It’s a good thing to be married to a man who is successful.”
• “You have to do what you’re told, and nothing else.”
• “I feel like a puppet on a string.”

3. Isolation and Loneliness

• “I am alone in this world, surrounded by people.”
• “No one understands me.”
• “You have no idea what it’s like to be trapped in this house.”
• “It’s as if I’m suffocating in this environment.”
• “There is no escape for me.”

4. Desire and Manipulation

• “I want to shape my life according to my own desires.”
• “You have to be able to manipulate situations to get what you want.”
• “I can’t help myself; I always want more.”
• “Desire is a powerful force that drives us all.”
• “If only I could influence the people around me.”

5. Existentialism and Freedom

• “What does it mean to truly be free?”
• “I feel like I’m losing my sense of self.”
• “Life is just a series of meaningless choices.”
• “I want to break free from the chains of societal expectations.”
• “To live authentically, one must confront the truth.”

Hedda Gabler Versus

• The Handmaid’s Tale – Margaret Atwood:
• 1984 – George Orwell.
• Things Fall Apart – Chinua Achebe.
• The Kite Runner – Khaled Hosseini.
• A Doll’s House – Henrik Ibsen.
• The Color Purple – Alice Walker.
• Beloved – Toni Morrison.
• One Hundred Years of Solitude – Gabriel García Márquez.
• The Reluctant Fundamentalist – Mohsin Hamid.
• Antigone – Sophocles.
• Byeble – Be Jew John.

Complying with Criterion

It is most important to know the 4 criteria for literary analysis and make sure your essays do comply with them by carefully including them in your essays. 

Criterion A: Knowledge, Understanding, and Interpretation

This criterion assesses your understanding of the text and its connection to broader global issues, themes, and context.

• Understanding of the Plot and Characters: Demonstrate a deep understanding of Hedda’s complex character, her motivations, and her relationships with others like Tesman, Lovborg, and Judge Brack. For example, discuss Hedda’s internal conflict between her desires for control and her societal limitations, highlighting how her manipulation and ultimate suicide reflect a struggle for personal freedom.
• Themes and Global Issues: Identify and interpret key themes such as power, manipulation, freedom, societal expectations, and gender roles. Explore how these themes resonate with global issues like identity, gender inequality, or psychological oppression. For example, analyze how Ibsen critiques the constraints placed on women in 19th-century society, particularly through Hedda’s rebellion against her domestic and societal roles.
• Contextual Understanding: Show an understanding of the socio-political context of the time when Ibsen wrote the play. Discuss how Hedda Gabler reflects societal pressures on women in 19th-century Norway, the rise of realism in literature, and Ibsen’s critique of societal norms. An example will be, relating Hedda’s frustrations and her pursuit of control to the limited roles afforded to women in the late 19th century, revealing the play’s exploration of gender dynamics and freedom.

Criterion B: Analysis and Evaluation

This criterion focuses on your ability to analyze and evaluate the techniques used by Ibsen and their impact on the audience.

• Literary Techniques: Analyze Ibsen’s use of dialogue, foreshadowing, symbolism, and characterization. An example is exploring how Hedda’s use of the pistols symbolizes both power and destruction, reflecting her desire for control and autonomy in a male-dominated society and discussing how the pistols serve as a recurring symbol that foreshadows the play’s tragic conclusion.
• Character Development: Evaluate how Ibsen develops his characters to critique societal norms, especially through Hedda’s complex personality and actions. As an example, examine Hedda’s manipulative behavior and its consequences, showing how Ibsen creates tension between her internal desires and her external reality, ultimately leading to her self-destruction.
• Dramatic Structure: Evaluate how Ibsen’s use of structure and pacing contributes to the play’s themes and the tension in the narrative. Example: Assess how Ibsen builds suspense throughout the play by gradually revealing Hedda’s discontent and her increasing desperation, which culminates in the climactic moment of her suicide.
• Tone and Mood: Discuss how the tone of the play shifts from the seemingly ordinary to a darker, more tragic mood, reflecting the underlying psychological tensions. Analyze how the contrast between the everyday domestic setting and the darker psychological drama unfolding within Hedda creates a sense of unease throughout the play.

Criterion C: Focus, Coherence, and Organization

This criterion assesses how well your essay or analysis is structured, ensuring your arguments are clear, logically developed, and focused.

• Clear Introduction and Thesis: Begin your essay by outlining the key focus of your analysis and presenting a strong thesis statement that clearly addresses a theme or aspect of Hedda Gabler. A thesis could explore how Ibsen uses the character of Hedda to critique societal expectations of women, focusing on how her pursuit of control leads to tragic consequences.
• Logical Development of Ideas: Ensure that each paragraph builds on the previous one and contributes to a coherent argument. Use topic sentences to guide the reader through your points. If discussing gender roles, begin by outlining Hedda’s social environment, then examine her interactions with other characters, and conclude by analyzing the symbolic significance of her suicide.
• Textual Evidence: Incorporate relevant quotes from the text to support your points. Ensure that your analysis directly relates to the evidence provided. When discussing Hedda’s manipulation of Lovborg, use quotes from their conversations to show how Hedda pushes him toward self-destruction while revealing her desire for control.
• Conclusion: Summarize your key points and reaffirm your thesis, showing how your analysis provides deeper insight into the play’s themes and characters.

Criterion D: Language

This criterion assesses the quality of your writing, including the accuracy and sophistication of language, as well as your use of literary terminology.

• Clear and Precise Language: Write clearly and avoid jargon or overly complex language. Use literary terms accurately (e.g., symbolism, foreshadowing, irony). Instead of saying “Hedda is bad,” say “Hedda’s manipulative tendencies reflect her internal struggle for control in a repressive society.”
• Varied Sentence Structure: Use a mix of short and long sentences to maintain rhythm and flow in your writing. Ensure sentences are not overly complex or difficult to follow.
• Formal Academic Tone: Maintain a formal tone throughout the essay, avoiding colloquial language and ensuring proper grammar and punctuation.
• Use of Literary Terminology: Incorporate relevant terms like protagonist, antagonist, motif, conflict, and dramatic irony when discussing the play’s structure and character dynamics. When discussing Hedda’s relationship with Judge Brack, use terms like “power dynamics” and “dramatic irony” to analyze the tension and manipulation between them.

That’s all for Hedda Gabler! Enjoy Learning!