Theatre History Project Assignments
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Tragedy, Euripides, Melodrama: Hamartia, Medea, Liminality
Vol. 5 (2013) | pp. 143-171 http://dx.doi.org/10.5209/rev_AMAL.2013.v5.42932 TRAGEDY, EURIPIDES, MELODRAMA: HAMARTIA, MEDEA, LIMINALITY BRIAN G. CARAHER QUEEN’S UNIVERSITY BELFAST, NORTHERN IRELAND [email protected] Article received on 29.01.2013 Accepted on 06.07.2013 ABSTRACT This article examines socio-historical dimensions and cultural and dramaturgic implications of the Greek playwright Euripides’ treatment of the myth of Medea. Euripides gives voice to victims of adventurism, aggression and betrayal in the name of ‘reason’ and the ‘state’ or ‘polity.’ Medea constitutes one of the most powerful mythic forces to which he gave such voice by melodramatizing the disturbing liminality of Greek tragedy’s perceived social and cultural order. The social polity is confronted by an apocalyptic shock to its order and its available modes of emotional, rational and social interpretation. Euripidean melodramas of horror dramatize the violation of rational categories and precipitate an abject liminality of the tragic vision of rational order. The dramaturgy of Euripides’ Medea is contrasted with the norms of Greek tragedy and examined in comparison with other adaptations — both ancient and contemporary — of the myth of Medea, in order to unfold the play’s transgression of a tragic vision of the social polity. KEYWORDS Dramaturgy, Euripides, liminality, Medea, melodrama, preternatural powers, social polity, tragedy. TRAGEDIA, EURÍPIDES, MELODRAMA: HAMARTÍA, MEDEA, LIMINALIDAD RESUMEN Este artículo estudia las dimensiones sociohistóricas y las implicaciones culturales y teatrales del tratamiento que Eurípides da al mito de Medea. Eurípides da voz a las víctimas del aventurerismo, de las agresiones y de las traiciones cometidas en nombre de la ‘razón’ y del ‘estado’ o el ‘gobierno’. -
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. -
DRAMA KIDS COSTUME SUGGESTIONS for “PARADESIA” Dear Parents: Children Doing “Paradesia” Need to Dress As Though They Live on a Tropical Island
DRAMA KIDS COSTUME SUGGESTIONS FOR “PARADESIA” Dear Parents: Children doing “Paradesia” need to dress as though they live on a tropical island. Our end of the year performance will have a Hawaiian feel. Our performance weekend is May 13-14. They will have a dress rehearsal in class the week prior to the performance. They will need to “show” their costume to their teacher 2 weeks prior to their performance (you can text or email us a picture or bring it in to the class). Then, on their show date, they will need to arrive at the Glenridge Theatre in costume and make- up for their final dress rehearsal and performance. Look at Wal-Mart, Walgreens, Goodwill/Salvation Army, Party Stores, swim stores, on-line, or consignment stores for costumes pieces. Call (941) 922-8121 if you have any questions. Girls: Girls should wear bathing suits with a floral/tropical print or bright color. They should wear a sarong, wrap-around type skirt or large scarf/fabric piece tied around their waist or around neck so as to create an “island-type” skirt/dress. They may also wear a Hawaiian sundress. They can accessories with leis, flowers in their hair, anklets and shell necklaces. *NO GRASS SKIRTS OR COCONUTS. Boys: Boys should wear a bright, tropical print bathing suit or shorts. They should go shirtless, but may wear a Hawaiian print shirt if they are self-conscious or matching tank top. They can also wear shell necklaces, anklets and leis to accessorize. Bare Feet: All children will perform with bare feet. -
Acoustic Design of Ancient Buildings: the Odea of Pompeii and Posillipo
buildings Article Acoustic Design of Ancient Buildings: The Odea of Pompeii and Posillipo Giuseppe Ciaburro *, Gino Iannace , Ilaria Lombardi and Amelia Trematerra Department of Architecture and Industrial Design, Università degli Studi della Campania Luigi Vanvitelli, Borgo San Lorenzo, 81031 Aversa (Ce), Italy; [email protected] (G.I.); [email protected] (I.L.); [email protected] (A.T.) * Correspondence: [email protected]; Tel.: +39-0818122530 Received: 10 October 2020; Accepted: 25 November 2020; Published: 2 December 2020 Abstract: In this paper, a typology of a building erected in Ancient Greece and Ancient Rome is described: the Odeon. The Odeon is a covered building, but more modest in size than traditional open-air theatres without roofs. The Odeon could hold a few hundred spectators and therefore a smaller audience. The roof covering allowed the possibility of meetings even in adverse weather conditions. The etymology of the word of the Odeon (covered theatre) means the place of the ode, or of the songs. In this paper are discussed the architectonic and acoustic characteristics of the Odea of Pompeii and Posillipo. With commercial software (Odeon, Room Acoustics Software, Lyngby Denmark) we assess the acoustic characteristics of the Odea of Pompeii and Posillipo in the presence of an original roofing system and show that these buildings were well suited for music, songs and speech. Keywords: ancient theatres; Odeon; cavea; orchestra; reverberation time; audience 1. Introduction The ancients had no scientific knowledge of the physics of sound; they relied on the observation and interpretation of natural phenomena in a mythological key and through oracles. -
Qinqiang Opera Drama Costume Connotation and Aesthetic
2nd International Conference on Education Technology, Management and Humanities Science (ETMHS 2016) Qinqiang opera drama costume connotation and aesthetic implication 1, a Yugang Chen 1Jiangxi Institute of Fashion Technology, Jiangxi, Nanchang, 330201 [email protected] Keywords: Qinqiang opera drama; Clothing; The cultural connotation Abstract. Qinqiang opera drama is one of the most exquisite stylized performance of traditional Chinese local operas. Qinqiang opera drama clothing, and other theatrical performances of traditional clothing similarity is exquisite and stylized, decorative effect as well as the audiences in the symbolization of abstract feelings, dramatic clothes in qinqiang opera drama very expressive aesthetics and art. Introduction Qinqiang opera drama as a traditional Chinese drama conductions, its dramatic clothes also represents the character appearance of traditional drama clothing, under the stylized costumes or wear shows of the respect and inheritance on traditional culture. Studies of qinqiang opera costume for one of the models, style characteristic, found that it contains the cultural connotation and aesthetic implication, the essence of traditional clothing, for the development of qinqiang opera drama has a positive and far-reaching significance. The formation of Qinqiang opera drama clothing Qin has been active in shanxi, gansu and the northwest region is the vast land of an ancient opera. The earliest qinqiang opera originated in shanxi guanzhong area, from the perspective of the change of type c, Qin Sheng, qin three stages. In the qianlong period reached for her best. From the point of geography, shanxi, gansu, ningxia, qinghai, xinjiang northwest five provinces close to geographical culture, so the ancient qin, with its wide sound big voice spoke quickly popular in this area. -
The Queer" Third Species": Tragicomedy in Contemporary
The Queer “Third Species”: Tragicomedy in Contemporary LGBTQ American Literature and Television A dissertation submitted to the Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department English and Comparative Literature of the College of Arts and Sciences by Lindsey Kurz, B.A., M.A. March 2018 Committee Chair: Dr. Beth Ash Committee Members: Dr. Lisa Hogeland, Dr. Deborah Meem Abstract This dissertation focuses on the recent popularity of the tragicomedy as a genre for representing queer lives in late-twentieth and twenty-first century America. I argue that the tragicomedy allows for a nuanced portrayal of queer identity because it recognizes the systemic and personal “tragedies” faced by LGBTQ people (discrimination, inadequate legal protection, familial exile, the AIDS epidemic, et cetera), but also acknowledges that even in struggle, in real life and in art, there is humor and comedy. I contend that the contemporary tragicomedy works to depart from the dominant late-nineteenth and twentieth-century trope of queer people as either tragic figures (sick, suicidal, self-loathing) or comedic relief characters by showing complex characters that experience both tragedy and comedy and are themselves both serious and humorous. Building off Verna A. Foster’s 2004 book The Name and Nature of Tragicomedy, I argue that contemporary examples of the tragicomedy share generic characteristics with tragicomedies from previous eras (most notably the Renaissance and modern period), but have also evolved in important ways to work for queer authors. The contemporary tragicomedy, as used by queer authors, mixes comedy and tragedy throughout the text but ultimately ends in “comedy” (meaning the characters survive the tragedies in the text and are optimistic for the future). -
Course Outline
Degree Applicable Glendale Community College April, 2003 COURSE OUTLINE Theatre Arts 163 Acting Styles Workshop in Contemporary Theatre Production I. Catalog Statement Theatre Arts 163 is a workshop in acting styles designed to support contemporary theatre production. The students enrolled in this course will be formed into a company to present contemporary plays as a part of the season in the Theatre Arts Department at Glendale Community College. Each student will be assigned projects in accordance with his or her interests and talents. The projects will involve some phase of theatrical production as it relates to performance skills in the style of Contemporary World Theatre. Included will be current or recent successful stage play scripts from Broadway, Off-Broadway, West-end London, and other world theatre centers and date back to the style changes in realism in the mid-to-late 1950’s. The rehearsal laboratory consists of 10-15 hours per week. Units -- 1.0 – 3.0 Lecture Hours -- 1.0 Total Laboratory Hours -- 3.0 – 9.0 (Faculty Laboratory Hours -- 3.0 – 9.0 + Student Laboratory Hours -- 0.0 = 3.0 – 9.0 Total Laboratory Hours) Prerequisite Skills: None Note: This course may be taken 4 times; a maximum of 12 units may be earned. II. Course Entry Expectations Skills Expectations: Reading 5; Writing 5; Listening-Speaking 5; Math 1. III. Course Exit Standards Upon successful completion of the required course work, the student will be able to: 1. recognize the professional responsibilities of a producing group associated with the audition, preparation, and performance of a theatre production before a paying, public audience; 2. -
The Structure of Plays
n the previous chapters, you explored activities preparing you to inter- I pret and develop a role from a playwright’s script. You used imagina- tion, concentration, observation, sensory recall, and movement to become aware of your personal resources. You used vocal exercises to prepare your voice for creative vocal expression. Improvisation and characterization activities provided opportunities for you to explore simple character portrayal and plot development. All of these activities were preparatory techniques for acting. Now you are ready to bring a character from the written page to the stage. The Structure of Plays LESSON OBJECTIVES ◆ Understand the dramatic structure of a play. 1 ◆ Recognize several types of plays. ◆ Understand how a play is organized. Much of an actor’s time is spent working from materials written by playwrights. You have probably read plays in your language arts classes. Thus, you probably already know that a play is a story written in dia- s a class, play a short logue form to be acted out by actors before a live audience as if it were A game of charades. Use the titles of plays and musicals or real life. the names of famous actors. Other forms of literature, such as short stories and novels, are writ- ten in prose form and are not intended to be acted out. Poetry also dif- fers from plays in that poetry is arranged in lines and verses and is not written to be performed. ■■■■■■■■■■■■■■■■ These students are bringing literature to life in much the same way that Aristotle first described drama over 2,000 years ago. -
The Globe Theatre Place of Birth: Stratford-Upon-Avon D.O.D: 23 April 1616 Shakespeare’S Plays Were Performed at the Globe Theatre
Y7 Performing Arts - Knowledge Organiser 3 Key Shakespeare Introduction Terminology Mat Key facts and key words Full Name: William Shakespeare D.O.B: April 1564 The Globe Theatre Place of birth: Stratford-upon-Avon D.O.D: 23 April 1616 Shakespeare’s plays were performed at the Globe Theatre. Theatre Roots: The King’s Men, formally known as The Lord This was a theatre like no other, it was an open air theatre, Chamberlain’s Men. with a large stage. Elizabethan Theatre Iambic Pentameter Groundlings Scene Originally built: 1599 —however in 1613, during Shake- Traveling Theatre Stage Direction Audience Genre speare’s play Henry VIII, a cannon set fire to the straw in the Audience Appreciation Shakespeare Playwright Act roof and it burnt down. It was quickly rebuilt the year after. Layout: The stage configuration is the stage layout and type of stage the play is performed on. The Globe theatre was a Genre Proscenium Arch stage. Performances: A flag was raised to All Shakespearean plays fall into one of 3 genres; Comedy, show a play was about to begin. Plays began at 2 in the after- Tragedy and history. Some may also have a romantic element. noon to ensure it was still light for the performance. Comedy History Tragedy All’s well that ends well Henry IV Anthony and Cleopatra Actors: In Shakespeare's time, there were no women actors. Women's parts were played by boys. For a time, child actors As you Like it Henry V Coriolanus Comedy of Errors Cymbeline were more popular than grown-actors. -
Middle Comedy: Not Only Mythology and Food
Acta Ant. Hung. 56, 2016, 421–433 DOI: 10.1556/068.2016.56.4.2 VIRGINIA MASTELLARI MIDDLE COMEDY: NOT ONLY MYTHOLOGY AND FOOD View metadata, citation and similar papersTHE at core.ac.ukPOLITICAL AND CONTEMPORARY DIMENSION brought to you by CORE provided by Repository of the Academy's Library Summary: The disappearance of the political and contemporary dimension in the production after Aris- tophanes is a false belief that has been shared for a long time, together with the assumption that Middle Comedy – the transitional period between archaia and nea – was only about mythological burlesque and food. The misleading idea has surely risen because of the main source of the comic fragments: Athenaeus, The Learned Banqueters. However, the contemporary and political aspect emerges again in the 4th c. BC in the creations of a small group of dramatists, among whom Timocles, Mnesimachus and Heniochus stand out (significantly, most of them are concentrated in the time of the Macedonian expansion). Firstly Timocles, in whose fragments the personal mockery, the onomasti komodein, is still present and sharp, often against contemporary political leaders (cf. frr. 17, 19, 27 K.–A.). Then, Mnesimachus (Φίλιππος, frr. 7–10 K.–A.) and Heniochus (fr. 5 K.–A.), who show an anti- and a pro-Macedonian attitude, respec- tively. The present paper analyses the use of the political and contemporary element in Middle Comedy and the main differences between the poets named and Aristophanes, trying to sketch the evolution of the genre, the points of contact and the new tendencies. Key words: Middle Comedy, Politics, Onomasti komodein For many years, what is known as the “food fallacy”1 has been widespread among scholars of Comedy. -
Tikrit University College of Education for Humanities English Department First Year 2019-2020
Tikrit University College of Education for Humanities English Department First year 2019-2020 Medieval Theatre Assist. Prof. Marwa Sami Hussein Medieval Theatre Medieval times started after the fall of Rome and lasted through to 15th century, roughly to the Protestant Reformation. In this time before the printing press made it necessary or even possible for the great majority of people to read, the primary method of teaching and learning was through the oral tradition. Throughout this time, the church had grown to become the most powerful and most consistent institution throughout Europe. Since theatre tells stories, it was a natural mechanism for telling the bible stories and delivering any other information the church wanted communicated to the people, particularly as this period was a time of turmoil (chaos) and the church was the only stable government. In fact, the church had become so strong that it was able to close all theatre productions except for those that it officially sanctioned (acceptable). Those plays fell into three categories: morality, mystery and miracle plays. 1-Mystery play Mystery play: is a dramatic genre, one of three principal kinds of vernacular (colloquial) drama in Europe during the Middle Ages (along with the miracle play and the morality play). The mystery plays, usually representing biblical subjects, developed from plays presented in Latin by churchmen on church premises (building) and depicted such subjects as the Creation, Adam and Eve, the murder of Abel, and the Last Judgment. 1 During the 13th century, various guilds began producing the plays in the vernacular at sites removed from the churches. -
Globe Theatre
Episode 25 Teacher Resource 4th September 2018 Globe Theatre Students will explore the history of 1. Before you watch the BTN Globe Theatre story, record what you the Globe Theatre. Students will know about William Shakespeare. explore the meaning, use and form 2. When was the Globe Theatre first built? of Shakespeare’s language. 3. Where was it built? Locate using Google Maps. 4. What happened to the original Globe Theatre? 5. Name a play written by William Shakespeare. 6. About how many people can the Globe Theatre can hold? 7. How many storeys high is the Globe? English – Year 5 8. What is at the base of the stage? Understand that the pronunciation, 9. Illustrate an aspect of the Globe Theatre story. spelling and meanings of words have histories and change over 10. Which film is based on one of Shakespeare’s plays? time. a. Hotel Transylvania b. Trolls Understand that patterns of language interaction vary across c. Gnomeo & Juliet social contexts and types of texts and that they help to signal social roles and relationships. Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented Discuss the BTN Globe Theatre story as a class. What questions were in texts students have experienced. raised in the discussion (what are the gaps in their knowledge)? The following KWLH organiser provides students with a framework to explore English – Year 6 Experiment with text structures their knowledge on this topic and consider what they would like to know and and language features and their learn. effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word What do I choice.