Need to write an essay on the Rainbow’s End play by Jane Harrison?
As a Senior HSC English Tutor with 2+ years of experience editing and polishing student essays and having finished Year 12 with a Band 6 in English Advanced, this article will give you:
- A full plot summary
- A rundown of all the major and minor characters,
- Key themes and textual evidence
- A specific step-by-step essay writing guide for Rainbow’s End
- A FREE downloadable with an exemplar Band 6 paragraph & thesis statements!
Let’s get right into it!
🚨 Rainbow’s End deals with language and content relating to racism and sexual assault. Please be advised that some of these quotes contain sensitive language that may be upsetting.
1. The TL;DR on Rainbow’s End
2. Full Rainbow’s End Play Summary
3. Key Characters in Rainbow’s End
4. Historical Context
5. Themes in Rainbow’s End
6. How to Write a Band 6 Rainbow’s End Essay in 7 Steps
The TL;DR on Rainbow’s End
Title: Rainbow’s End
Author: Jane Harrison
Publish Date: 2007
Genre: Drama
Main Settings: Near Shepparton, Northern Victoria
Plot Summary: Set in the 1950s, the play follows three Koori women of the Dear Family – Nan (grandmother), Gladys (mother) and Dolly (daughter). It explores experiences of Indigenous communities, their aspirations, racism and the importance of family.
Full Rainbow’s End Play Summary
In summary, Rainbow’s End is set in the early 1950s and follows the Victorian Koori historical story of the Dear Family, a First Nations family composed of Nan (grandmother), Gladys (mother) and Dolly (daughter).
From the first moment, the tight connections between the female leads are made obvious. With the men off and away at work, the women are bound by the events of the play and the family bond they share across three separate generations.
Near the rural town of Shepparton, Victoria, the Dear family lives next to an Aboriginal settlement in dilapidated housing called ‘The Flats’. Their home is separated from the settlement by a railway.
One day, Errol, a white salesman of encyclopaedias, mistakenly arrives and catches feelings for Dolly. She reciprocates via hints. Gladys subscribes to Errol’s services, which means he will return periodically to the family for the encyclopaedia collection.
After a while, Errol invites her to the local ball, where some of Dolly’s cousins will be attending the dance. Errol hopes then to confess his feelings to her.
Dolly is also nervous to attend as she cannot afford a dress on her own and shows up wearing a dress hastily made from house curtains. Some white attendees make fun of Dolly’s situation, seeing it as a cheap masquerade and humiliating her for wearing curtains.
After one of Dolly’s cousins tries to force himself on her and Errol defends her, Dolly has had enough of the night.
Errol confesses his feelings that night and tells her to leave everything behind and go with him to Melbourne. However, this means leaving her entire community, and Dolly rejects this proposition. Outside the Ball, she is sexually assaulted by one of her cousins.
The Dear family is forced to evacuate the flats when a destructive flood occurs during the night. Dolly comes back to what is left of her home, telling Nan and the family of the assault.
Nan harbours suspicions against Errol due to the aggressive past of racism she had experienced. Dolly reveals it was actually one of her cousins and not Errol. The family relocates to Rumbalarra.
The recurring floods pushes the Aboriginal community to initiate protests against the government, demanding for better housing conditions. The movement grows, time passes, and we rejoin the action right when Dolly gives birth to her child.
The play ends on Gladys who delivers a powerful speech about housing conditions, Indigenous empowerment and rights.
In the final scene, Dolly grants Errol’s request to marry her, and Papa Dear comes back.
Key Characters in Rainbow’s End
Nan Dear
Nan Dear grew up during the White Australia policy and is a victim of the Stolen Generation.
She has experienced many encounters of racism, abuse and mistreatment from the white settlers. She was also sexually abused by one of the colonisers.
Due to the immense suffering she experiences, Nan Dear holds negative prejudices about Errol.
Gladys Banks
As Dolly’s mother, Gladys is an exceptional parent to her daughter.
Her desires for her daughter’s future are a better education and access to more privileges in society than the 50’s Australian government would provide the Indigenous community.
She takes an interest in encyclopaedias and radio to educate Dolly. She is a fierce fighter, opposing the mistreatment and disenfranchised status of the Aboriginal population, wanting to fix things through advocacy and activism.
Dolly Banks
As the principal protagonist of the story, Dolly represents the turn of the tides for Indigenous communities and a generation of Indigenous people with better opportunities.
Dolly represents the generation that demands better housing, education and an Indigenous way of life that is self-determined. She herself goes on a personal journey to understand what she desires in life, outside of the expectations of Nan Dear and her mother.
She finds her voice through the events of the play and realises her strength through actions such as her initial rejection of Errol’s proposition.
Errol Fisher
Errol is very similar to Dolly, a foil to her character in a way. He is open-minded and empathetic when Nan Dear mistrusts him.
Instead of being rageful, he proves himself to be the loyal and protective man Dolly needs.
Papa Dear
Despite not being present for most of the play, Papa Dear is portrayed as an admirable, fatherly figure that represents the fight for Indigenous empowerment and rights.
His character is explored through the sharing of stories and memories, guiding the actions of the other characters.
The Bank Manager
The bank manager features in the play to represent the systematic racism and prejudices that Aboriginal Australians faced, specifically in the workforce.
When Gladys takes Dolly to try and get a job the Bank Manager shows immediate refusal to hire an Indigenous person, dismissing any discussion about Dolly’s qualifications for the role.
The Inspector
The Inspector symbolises the invasive and controlling presence of authorities in the lives of Indigenous Australians.
When visiting Nan and Gladys to check their living conditions, he initially conveys a surface-level persona of friendliness. However, this gradually dissipates throughout the scene as it becomes increasingly apparent that the inspection may have dire impacts on the womens’ family.
Jungi
Jungi is a police officer and represents law enforcement and the heightened surveillance of Indigenous peoples. His presence as an authoritarian figure is cold and unsympathetic during his appearance in the play.
Historical Context
The 1950s were economically prosperous for Australia, with significant developments and advancements being made following World War II and the Great Depression.
Suburban culture became a core aspect of Australian life, cities expanded, and home ownership grew, with more homes having access to running water and power.
Howeve,r for Indigenous peoples, the 1950s were a period marked by significant social and political challenges. During this time, Indigenous people faced systemic discrimination, dispossession of land, and a lack of basic rights.
The Australian government had not yet recognised Aboriginal people as citizens, and many were denied access to education, healthcare, and employment opportunities. This historical backdrop is crucial to understanding the characters’ struggles and aspirations in the play, as they navigate a society that marginalises them.
Let’s quickly rewind to the Nationality and Citizenship Act in 1948, which established the title of an “Australian citizen”, as opposed to residents being considered British subjects.
Despite technically being included as Australian citizens, Indigenous and Torres Strait Islander people received minimal benefits from the Act. Specifically, they were still unable to vote, which was one of the major rights for citizens.
The majority of Indigenous peoples lived in severe poverty and had been seized of their land, with state laws deciding where they were allowed to live. Additionally, many were ineligible for financial support schemes.
Consider Dolly and her family’s living situation. They live on the outskirts of town in a humpy. Rumbalarra, the town where Dolly’s family relocated to, was a flood-ridden area that lacked clean water and food and little had been done to rectify the situation until the 1970s when the Goulburn Murray Aboriginal Co-operative bought the area and improve it.
The lives of Indigenous Australians in the 50s were extremely challenging, with discrimination robbing them of basic human rights.
Themes in Rainbow’s End
1. Empowerment and Control
Ideas about empowerment and control are heavily explored throughout Rainbow’s End, as First Nations people were limited in most aspects of their lives, including where they could live and work.
In the play Nan, Gladys and Dolly struggle to govern themselves and have agency over their own lives. They express the desire for more than just survival; they want to thrive and shape their futures.
Example:
Gladys’ speech at the end of the play also brings a nuanced and hopeful extension to this theme. It signals a step forward into giving Indigenous people the rights they deserve.
GLADYS: “We’re second-class citizens in our own country. No, we’re not even citizens. Heavens, and this is the fifties! We demand the right to control our own destiny.” – Act 2, Scene 7
2. Trauma and Resentment
An important theme to consider in Rainbow’s End is trauma and resentment.
Nan Dear’s character exhibits a strong rejection of white people due to her traumatic experiences of racism and the historical mistreatment of Indigenous Australians.
Her resentment towards Errol is fuelled by her experiences with the Stolen Generation policies and white colonialism.
We can also see this as a form of intergenerational trauma through Dolly. Dolly is subject to this dynamic too, as she refuses Errol for the first time out of societal fear of not fitting in the non-Indigenous white world.
This takes on a more complicated shade when Dolly is sexually assaulted by one of her Indigenous family members and reveals the intersection of Indigenous women’s experience, both cross-sectioned by race and gender.
Example:
NAN: “They forced us to leave. Forced us to leave Cummeragunja. Our home.”
Nan Dear reflects on a painful memory of being forcibly removed from Cummeragunja, which was not only a physical home but also an integral part of her identity and culture.
This moment highlights the traumatic forced removal and dispossession of Indigenous Australians and the ongoing effects of this history on family dynamics and personal identity.
3. Oppression and Discrimination
The play delves into the systemic oppression Aboriginal peoples face, including racism, dispossession, and social inequality. Through highlighting these issues, Harrison aims to encourage audiences to reflect on the ongoing impact of colonisation and discrimination in contemporary society.
Following the experiences of Nan, Gladys and Dolly emphasises the struggle for recognition and basic human rights faced by Indigenous Australians, and their fight to be treated equally and with dignity.
Example:
GLADYS: “We want decent houses. Mrs Windsor, would you live at Rumbalara? Then why is it good enough for us?” – Act 2, Scene 7
Glady’s plea to “Mrs Windsor” underscores the disparity between the conditions the Indigenous families live under compared to what is acceptable for others, revealing her strong will to stand up against the discrimination they face.
4. Dreams and Aspirations
Throughout the play, Harrison interlaces both her own hopes and aspirations toward a better future for Indigenous Australians, and the dreams of the characters.
Rainbow’s End explores the barriers and roadblocks to Indigenous dreams, from the discrimination within society to how their own trauma and reluctance can prevent them from embracing possibilities.
Example:
DOLLY: “I’m not hurting anyone, am I? It’s a moment I’ll remember… to see our pretty young monarch and the Duke.” – Act 1, Scene 1
This moment illustrates a personal yet universal desire for belonging and recognition. Dolly’s yearning for this experience indicates her hope and dreams for herself and her community. The theme of dreams and aspirations is evident here, as it reflects her desire to appreciate simple pleasures amidst the struggles faced by her community.
5. Family Relationships
Harrison’s intent in exploring family relationships in “Rainbow’s End” is to highlight the complexities and resilience of Indigenous families in the face of historical and contemporary challenges.
Through the interactions and dynamics between the characters, Harrison aims to showcase the strength of familial bonds and the importance of cultural identity. She also affirms the significance of family as a source of strength and hope, while also addressing the ongoing effects of colonisation and the quest for identity within Indigenous communities.
The play involves complex family dynamics, particularly between generations, as well as cultural tensions and the process of healing and reconciling with one’s heritage. The characters deal with the legacies of their families and the way they define themselves in relation to each other.
Example:
DOLLY: “And as far as what you’re offering… no thank you. This is my place. I’m staying right here with my mum and my nan” – Act 1, Scene 2
Dolly’s declaration highlights the importance of family, heritage, and personal choice while also reflecting her self-awareness and refusal to be swayed by external expectations or the allure of a different life. It also emphasises one of the central themes of the text: the value of home and identity amidst changing circumstances.
How to Write a Band 6 Rainbow’s End Play Analysis in 7 Steps
Step 1: Understand the Question
Before you start planning your Rainbow’s End HSC essay, make sure you fully understand the essay question. Read it several times.
- What is the focus?
- Is it about a specific theme, character or contextual detail?
- What do they want you to show in your response?
Highlight key words and think about what type of analysis is required: do you need to compare themes, unpack characterisation, or examine how Harrison uses language?
Step 2: Break Down the Text
Identify key scenes, quotes and character moments that directly address the essay question. You don’t need to analyse everything, just focus on what supports your argument.
Step 3: Take Effective Notes
Now that you’ve highlighted the important moments, make a set of notes. Include:
- Themes – What are the main themes relevant to the question? (e.g. dreams, trauma or family relationships)
- Character Analysis – What role does the character play? What human experiences do they represent? What character arcs do they undergo?
- Literary Devices – How does Harrison use dialogue, setting or symbolism to develop ideas or characters?
- Context – How does the context of Australian society during the 1950s influence the play’s ideas? What about Harrison’s personal identity as an Indigenous Australian?
My Tip: It’s always useful to organise your notes in TEE tables because it ensures that your analysis has included all of the necessary elements clearly and effectively. You can then paste your sentences directly into your paragraphs, making sure to adapt the wording to fit your specific essay question!
Step 4: Develop a Thesis Statement
Your thesis is your argument – the central point you want to prove in your essay. It should answer the question directly and be specific. For example, if your essay asks about how Harrison explores the theme of trauma, your thesis statement could be:
Step 5: Write the First Draft
Don’t worry about making your essay perfect right away, just focus on getting your ideas down clearly. Make sure you integrate your quotes and evidence into the argument smoothly. Each paragraph should link to your thesis and build your argument progressively.
My Tip: Use specific words from the rubric and essay question to immediately show markers that your argument is relevant and refined.
Step 6: Revise and Refine
Once you’ve completed the first draft of your Rainbow’s End HSC essay, take a break and then return to it with fresh eyes. Read through it and see if:
- Your argument is clear and focused.
- Your textual evidence is relevant and properly explained.
- There’s a logical flow between your sentences (e.g. argument -> quote -> explaining language techniques -> thematic/contextual analysis -> linking back to question).
Here’s a sample body paragraph:
Step 7: Proofread
It’s always really important to do a final proofread to check for any spelling, grammar and punctuation mistakes.
Even though it can feel really tedious after you’ve already spent so much time writing it, awkward wording and mistakes can weaken your argument and distract the marker from what you’re trying to say.
⭐ Bonus: Get feedback from Artie, our AI English Tutor
If you need some extra help refining your analysis for The Merchant of Venice, you might want to consider running it through Artie, the AI-powered English tutor from Art of Smart:
- Head to the Art of Smart website and create an account.
- Log in and select “Analyse Quotes” from the sidebar.
- Select either “I need help writing. Craft my quote analysis” to get some inspiration or “I need feedback. Help me polish my quote analysis” to get some instant feedback.
- Upload your quote analysis to Artie, or follow the steps that are prompted to get started.
- Use the feedback to polish your analysis and make your paragraphs even stronger!
And, that’s a wrap!
Check out other texts we’ve created guides for below:
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Luka Russell is an English tutor at Art of Smart Education, and graduated from UTS in 2023 with a Bachelor of Communication, majoring in Journalism. Aside from educational content, she is passionate about health and beauty journalism, having written various articles on female health topics. She also loves to draw in her spare time.
Vittorio Manessi is an Art of Smart tutor based in Queensland studying environmental science. He was one of the first Year 12 students to study under the new ATAR system in Queensland. He enjoys Maths, Science, English and Ancient History and is keen to share his knowledge of the QCE by making awesome resources.
