Theatre Appreciation Terms
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Blocking Fathers, Illicit Marriages: Continuity and Change from Sophocles to Menander
Blocking Fathers, Illicit Marriages: Continuity and Change from Sophocles to Menander It is a truth universally acknowledged that the plays of Menander owe a great debt to Classical Athenian drama: connections between plays such as Aristophanes’ Cocalus and Menander were noted in didascalia, and similarly the thematic and structural similarities between New Comedy and the works of Euripides were already recognized in Hellenistic scholarship (Arnott 1972; Csapo 2000; Hunter 2011). Sophocles, on the other hand, is rarely included in this discussion of dramatic influence, more often regarded solely for his role as the pinnacle of tragic poets. It is the purpose of this paper to reanalyze possible connections between the corpus of Sophocles and that of Menander by examining both the Antigone and the Dyscolus as plays employing one of the most familiar stock characters of ancient comedy: the “blocking” father figure. This father figure—whose earliest incarnation arguably belongs to Old Comedy, such as Strepsiades from Clouds—is perhaps best known for his characterization in the plays of Greek New Comedy and their later, Latin iterations. Generally an old and intransigent father, the “blocking” figure is generically defined by his interference in the life of his young offspring; in New Comedy, this interference takes the form of intervention in the budding romance of two young lovers, whose inconvenient marriage will inevitably bring about the typical finale. This character, at first glance, may appear to be a creature created solely for light-hearted drama. Creon of the Antigone, however, whose stubborn and belligerent character has been carefully surveyed for his role within the tragedy itself (see Roisman 1996), additionally shares many features with the father of Menander’s only intact play, Knemon of the Dyscolus. -
Blurred Lines Between Role and Reality: a Phenomenological Study of Acting
Antioch University AURA - Antioch University Repository and Archive Student & Alumni Scholarship, including Dissertations & Theses Dissertations & Theses 2019 Blurred Lines Between Role and Reality: A Phenomenological Study of Acting Gregory Hyppolyte Brown Follow this and additional works at: https://aura.antioch.edu/etds Part of the Psychology Commons BLURRED LINES BETWEEN ROLE AND REALITY: A PHENOMENOLOGICAL STUDY OF ACTING A Dissertation Presented to the Faculty of Antioch University Santa Barbara In partial fulfillment of the requirements for the the degree of DOCTOR OF PSYCHOLOGY In CLINICAL PSYCHOLOGY by GREGORY HIPPOLYTE BROWN August 2019 This dissertation, by Gregory Hippolyte Brown, has been approved by the committee members signed below who recommend that it be accepted by the faculty of Antioch University Santa Barbara in partial fulfillment of requirements for the degree of DOCTOR OF PSYCHOLOGY Dissertation Committee: _________________________ Brett Kia-Keating, Ed.D. Chairperson __________________________ Sharleen O‘ Brien, Ph.D. Second Faculty __________________________ Thalia R. Goldstein, Ph.D. External Expert ii Copyright © 2019 Gregory Hippolyte Brown iii Abstract When an actor plays a character in a film, they try to connect with the emotions and behavioral patterns of the scripted character. There is an absence of literature regarding how a role influences an actor’s life before, during, and after film production. This study examined how acting roles might influence an actor during times on set shooting a movie or television series as well as their personal life after the filming is finished. Additionally the study considered the psychological impact of embodying a role, and whether or not an actor ever has the feeling that the performed character has independent agency over the actor. -
Short Stories
Elements and Characteristics of Short Stories Short stories tend to be less complex than novels. Usually, a short story will focus on only one incident, has a single plot, a single setting, a limited number of characters, and covers a short period of time. In longer forms of fiction, stories tend to contain certain core elements of dramatic structure: exposition (the introduction of setting, situation and main characters); complication (the event of the story that introduces the conflict); rising action, crisis (the decisive moment for the protagonist and their commitment to a course of action); climax (the point of highest interest in terms of the conflict and the point of the story with the most action); resolution (the point of the story when the conflict is resolved); and moral. Because of their short length, short stories may or may not follow this pattern. Some do not follow patterns at all. For example, modern short stories only occasionally have an exposition. More typical, though, is an abrupt beginning, with the story starting in the middle of the action. As with longer stories, plots of short stories also have a climax, crisis, or turning-point. However, the endings of many short stories are abrupt and open and may or may not have a moral or practical lesson. Of course, as with any art form, the exact characteristics of a short story will vary by author. Length Determining what exactly separates a short story from longer fictional formats is problematic. A classic definition of a short story is that one should be able to be read it in one sitting, a point most notably made in Edgar Allan Poe's essay "The Philosophy of Composition" (1846). -
OHS Honors English Primer Is the Result of Over a Decade of Collabo- Ration Among the English Teachers of Oviedo High
Honors English Primer Prepared exclusively for the students of Oviedo High School 2008 Edition About Your Primer The 2008 OHS Honors English Primer is the result of over a decade of collabo- ration among the English teachers of Oviedo High. We have worked together to ensure that the materials you will find here are relevant and helpful to your studies both here at Oviedo and later in life. Materials included in this publi- cation have been created specifically for you by the teachers at this school, and the information included is designed to continually build your expertise in communication skills, literary analysis, meaningful composition, and effective research. Your teachers throughout the next four years will refer you to these pages as a resource for reference, instruction, and guidance as you continue to grow as a student of English. Our Primer has four distinct sections that each focus on a different aspect of the skills you will be acquiring: Literature, Composition, Grammar, and Re- search. Some courses may rely more on one section than another, but each course will use the Primer to build off your previous knowledge and prepare you for what lies ahead. Keep this document with you—in class at all times, throughout your career as a high school student, and as you journey into high- er education. It is our sincere hope that you find the2008 OHS Honors English Primer a helpful resource as you continue to prepare yourself for your future. Best wishes for lasting success, The English teachers of Oviedo High School The 2008 edition of The OHS Honors English Primer was set in Myriad® Pro and Warnock® Pro using Adobe® In- Design® CS3. -
Lighting and Electrics
Lighting and Electrics 1 1E See also: First Electric 2 P&G See also: Pin Connector 2-fer See also: Two-fer 2/0 Pronounced 2-aught; single conductor cable with wire size "2/0" on jacket; commonly used for feeder cable 2PG See also: Pin Connector 3-fer See also: Three-fer 4/0 Pronounced 4-aught; single conductor cable with wire size "4/0" on jacket; commonly used for feeder cable A Adapter Electrical accessory that transitions between dissimilar connectors; may be a molded unit, box or cable assembly Amp See also: Amperes Amperes Unit of measure for the quantity of electricity flowing in a conductor Synonym: A, Amp, Current AMX192 Analog Multiplexing protocol for transmitting control information from a console to a dimmer or other controllable device Synonym: AMX, USITT AMX192 eSET: Lighting & Electrics 2 Ante-proscenium See also: Front of House (FOH) Beam Asbestos Skirt Obsolete term See also: Flameproof Apron Automated Fixtures See also: Automated Luminaire Automated Lighting Control Console Lighting console capable of controlling automated luminaires Automated Luminaire Lighting instrument with attributes that are remotely controlled Synonym: Automated Fixture, Automated Light, Computerized Light, Intelligent Light, Motorized Light, Mover, Moving Light, More… Automated Yoke Remotely controlled pan and tilt device Synonym: Yokie B Backlight A lighting source that is behind the talent or subject from the viewers perspective Synonym: Backs, Back Wash, Bx, Hair Light, Rim Light Backs See also: Backlight Balcony Front See also: Balcony Rail -
2019-2020 Theatre I Curriculum Map I
2019-2020 Theatre I Curriculum Map I. Course Outline Unit Current Timeframe Assessments/Activities Big Idea Essential Questions Core Resources Arkansas SS Framework Alignment Greek and Roman CR.1.TH.1 1st 9 Weeks Greeks and Roman Theatre History Theatre History How does history impact theatre? The Stage and School Theatre History P.4.THI.2 Test Character Development How do you create characters? Basic Drama Projects Character P.4.THI.3 Antigone Test Improv How does empathy affect The Drama Classroom Companion Development P.4.THI.5 Napoleon Dynamite Character Analysis characterization? Antigone P.5.THI.2 Life Size Character Poster How do characters affect plot? Napoleon Dynamite P.6.THI.2 Character Observation Journal Greek Theatre Mask Medieval Theatre CR.1.TH.1 2nd 9 Weeks Medieval Theatre History Test Theatre History How does history impact theatre? The Stage and School History CR.2.THI.1 Solo Acting Monologue Character Development How do you create characters? Basic Drama Projects Character Creation CR.2.THI.2 Theme Assessment Improv How does empathy affect The Drama Classroom Companion Solo Acting CR.1.THI.3 Modern Morality Play Acting Theories characterization? Veggies Tales used as modern CR.1.THI.4 Character Analysis Monologues How do characters affect plot? (examples of mystery, miracle, and CR.3.THI.1 Character Design Morgue Memorization How do you establish believable morality plays) P.5.THI.1 Audition characters? Everyman P.5.THI.2 Self Reflection How does memorization affect Monologues P.5.THI.4 characterization? P.5.THI.5 -
Screwball Syll
Webster University FLST 3160: Topics in Film Studies: Screwball Comedy Instructor: Dr. Diane Carson, Ph.D. Email: [email protected] COURSE DESCRIPTION: This course focuses on classic screwball comedies from the 1930s and 40s. Films studied include It Happened One Night, Bringing Up Baby, The Awful Truth, and The Lady Eve. Thematic as well as technical elements will be analyzed. Actors include Katharine Hepburn, Cary Grant, Clark Gable, and Barbara Stanwyck. Class involves lectures, discussions, written analysis, and in-class screenings. COURSE OBJECTIVES: The purpose of this course is to analyze and inform students about the screwball comedy genre. By the end of the semester, students should have: 1. An understanding of the basic elements of screwball comedies including important elements expressed cinematically in illustrative selections from noteworthy screwball comedy directors. 2. An ability to analyze music and sound, editing (montage), performance, camera movement and angle, composition (mise-en-scene), screenwriting and directing and to understand how these technical elements contribute to the screwball comedy film under scrutiny. 3. An ability to apply various approaches to comic film analysis, including consideration of aesthetic elements, sociocultural critiques, and psychoanalytic methodology. 4. An understanding of diverse directorial styles and the effect upon the viewer. 5. An ability to analyze different kinds of screwball comedies from the earliest example in 1934 through the genre’s development into the early 40s. 6. Acquaintance with several classic screwball comedies and what makes them unique. 7. An ability to think critically about responses to the screwball comedy genre and to have insight into the films under scrutiny. -
Chapter 4: Acting
096-157 CH04-861627 12/4/03 12:01 AM Page 96 CHAPTER ᪴ ᪴ ᪴ ᪴ ᪴ ᪴ ᪴ ᪴ ᪴ ᪴ 4 Acting No role is too small. In this scene from Julius Caesar, the varied responses of the crowd members to Caesar’s death give the scene more depth. One can see Mark Antony, played by Al Pacino, judging the crowd’s mood and planning how to manipulate it. cting is a question of absorbing other Apeople’s personalities and adding some of our own experience. —PAUL NEWMAN, ACTOR 96 096-157 CH04-861627 12/4/03 12:02 AM Page 97 SETTING THE SCENE Focus Questions What special terminology is used in acting? What are the different types of roles? How do you create a character? What does it mean to act? Vocabulary emotional or straight parts master gesture subjective acting character parts inflection technical or objective acting characterization subtext leading roles primary source substitution protagonist secondary sources improvisation antagonist body language paraphrasing supporting roles So now you’re ready to act! For most students of drama, this is the moment you have been waiting for. You probably share the dream of every actor to create a role so convincing that the audience totally accepts your character as real, for- getting that you are only an actor playing a part. You must work hard to be an effective actor, but acting should never be so real that the audience loses the theatrical illu- sion of reality. Theater is not life, and acting is not life. Both are illusions that are larger than life. -
TRAINING the YOUNG ACTOR: a PHYSICAL APPROACH a Thesis
TRAINING THE YOUNG ACTOR: A PHYSICAL APPROACH A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of Arts Anthony Lewis Johnson December, 2009 TRAINING THE YOUNG ACTOR: A PHYSICAL APPROACH Anthony Lewis Johnson Thesis Approved: Accepted: __________________________ __________________________ Advisor Dean of the College Mr. James Slowiak Dr. Dudley Turner __________________________ __________________________ Faculty Reader Dean of the Graduate School Mr. Durand Pope Dr. George R. Newkome __________________________ __________________________ School Director Date Mr. Neil Sapienza ii TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION TO TRAINING THE YOUNG ACTOR: A PHYSICAL APPROACH...............................................................................1 II. AMERICAN INTERPRETATIONS OF STANISLAVSKI’S EARLY WORK .......5 Lee Strasberg .............................................................................................7 Stella Adler..................................................................................................8 Robert Lewis...............................................................................................9 Sanford Meisner .......................................................................................10 Uta Hagen.................................................................................................11 III. STANISLAVSKI’S LATER WORK .................................................................13 Tension -
Design and Simulation of Opera Lighting and Projection Effects Julie Dorsey, François X
Design and Simulation of Opera Lighting and Projection Effects Julie Dorsey, François X. Sillion, Donald P. Greenberg To cite this version: Julie Dorsey, François X. Sillion, Donald P. Greenberg. Design and Simulation of Opera Lighting and Projection Effects. SIGGRAPH’91 conference proceedings, 1991, Las Vegas, United States. pp.41-50. inria-00510146 HAL Id: inria-00510146 https://hal.inria.fr/inria-00510146 Submitted on 17 Aug 2010 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. @ @ Computer Graphics, Volume 25, Number 4, July 1991 Design and Simulation of Opera Lighting and Projection Effects Julie O’B. Dorse.y Fran~ois X. Sillion Donald P. Greenberg Program of Computer Graphics Cornell University Ithaca, New York i 4853 Abstract additional issues are present, such as dynamic and intricate lighting and sets, projected background scenery, changing focus of attention, A major problem challenging opera designers is the inability to co- manipulation of implied perspective, multiple viewing points, mo- ordinate lighting, projection systems, and set -
Renaissance and Baroque Stage Technology and Its Meaning for Today's Theatre
Edith Cowan University Research Online Theses: Doctorates and Masters Theses 1-1-2004 Renaissance and baroque stage technology and its meaning for today's theatre Stan Kubalcik Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/theses Part of the Theatre and Performance Studies Commons Recommended Citation Kubalcik, S. (2004). Renaissance and baroque stage technology and its meaning for today's theatre. https://ro.ecu.edu.au/theses/792 This Thesis is posted at Research Online. https://ro.ecu.edu.au/theses/792 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorize you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. Where the reproduction of such material is done without attribution of authorship, with false attribution of authorship or the authorship is treated in a derogatory manner, this may be a breach of the author’s moral rights contained in Part IX of the Copyright Act 1968 (Cth). Courts have the power to impose a wide range of civil and criminal sanctions for infringement of copyright, infringement of moral rights and other offences under the Copyright Act 1968 (Cth). Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. -
Emotion, Action and the Journey of Feelings in the Actor's Mournful
The Lamenting Brain: Emotion, Action and the Journey of Feelings in the Actor’s Mournful Art Panagiotis Papageorgopoulos Department of Drama and Theatre Royal Holloway College University of London Submission for the degree of Doctor of Philosophy 2009 Page | 1 I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the qualification of any other degree or diploma of a University or other institution of higher learning, except where due acknowledgment has been made in the text. 1/12/2009 Panagiotis Papageorgopoulos Page | 2 ABSTRACT This thesis is motivated by the question of how and why actors perform and experience emotion, especially in cases when the emotional demands are as extreme and urgent as in Greek tragedy. In order to answer this question the thesis embarks on two main tasks: (a) to reappraise the position, function and technique of emotion in the work of four key practitioners of twentieth century Western acting (Stanislavski, Meyerhold, Brecht and Grotowski) from the point of view of contemporary neuroscience, and (b) to trace their original paradigm in the professional mourners’ psychotechnique of emotion, as found in ancient and modern Greek ritual lamentation for the dead. The first part of the thesis attempts to reread and reframe twentieth century western acting’s technique of emotion by adopting the radically new neuroscientific paradigm of emotion, which reappraises emotion as a catalytic faculty in the formation of motivation, decision-making, reasoning, action and social interaction.