English Renaissance Drama, 1642-1660 by Heidi Craig a Thesis Submitted in Conformity with the Requiremen
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THE ALCHEMIST THROUGH the AGES an Investigation of the Stage
f [ THE ALCHEMIST THROUGH THE AGES An investigation of the stage history of Ben Jonson's play by JAMES CUNNINGHAM CARTER B.Sc., University of British Columbia, 196 8 A THESIS SUBMITTED IN PARTIAL FULFILMENT. OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in the Department of English We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA October 1972 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the Head of my Department or by his representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of The University of British Columbia Vancouver 8, Canada Date 27 QclAtt ii ABSTRACT THE ALCHEMIST THROUGH THE AGES An Investigation of the Stage History of Ben Jonson's Play This study was made to trace the stage history of The Alchemist and to see what effect theatrical productions can have in developing critical awareness of Jonson's dramatic skill in this popular play. Therefore an attempt has been made to record all performances by major companies between 1610 and 197 0 with cast lists and other pertinent information about scenery/ stage action and properties. The second part of the thesis provides a detailed analysis of four specific productions considered in light of their prompt books, details of acting and production, and overall critical reception. -
Front.Chp:Corel VENTURA
Book Reviews 145 circumstances, as in his dealings with Polonius, and Rosencrantz and Guild- enstern. Did he not think he was killing the King when he killed Polonius? That too was a chance opportunity. Perhaps Hirsh becomes rather too confined by a rigorous logical analysis, and a literal reading of the texts he deals with. He tends to brush aside all alternatives with an appeal to a logical certainty that does not really exist. A dramatist like Shakespeare is always interested in the dramatic potential of the moment, and may not always be thinking in terms of plot. (But as I suggest above, the textual evidence from plot is ambiguous in the scene.) Perhaps the sentimentalisation of Hamlet’s character (which the author rightly dwells on) is the cause for so many unlikely post-renaissance interpretations of this celebrated soliloquy. But logical rigour can only take us so far, and Hamlet, unlike Brutus, for example, does not think in logical, but emotional terms. ‘How all occasions do inform against me / And spur my dull revenge’ he remarks. Anthony J. Gilbert Claire Jowitt. Voyage Drama and Gender Politics 1589–1642: Real and Imagined Worlds. Manchester: Manchester University Press, 2003. Pp 256. For Claire Jowitt, Lecturer in Renaissance literature at University of Wales Aberystwyth, travel drama depicts the exotic and the foreign, but also reveals anxieties about the local and the domestic. In this her first book, Jowitt, using largely new historicist methodology, approaches early modern travel plays as allegories engaged with a discourse of colonialism, and looks in particular for ways in which they depict English concerns about gender, leadership, and national identity. -
M a K in G a N D U N M a K in Gin Early Modern English Drama
Porter MAKING AND Chloe Porter UNMAKING IN EARLY MODERN ENGLISH DRAMA Why are early modern English dramatists preoccupied with unfinished processes of ‘making’ and ‘unmaking’? And what did ‘finished’ or ‘incomplete’ mean for spectators of plays and visual works in this period? Making and unmaking in early IN EARLY MODERN ENGLISH DRAMA IN EARLY UNMAKING AND MAKING modern English drama is about the prevalence and significance of visual things that are ‘under construction’ in early modern plays. Contributing to challenges to the well-worn narrative of ‘iconophobic’ early modern English culture, it explores the drama as a part of a lively post-Reformation visual world. Interrogating the centrality of concepts of ‘fragmentation’ and ‘wholeness’ in critical approaches to this period, it opens up new interpretations of the place of aesthetic form in early modern culture. An interdisciplinary study, this book argues that the idea of ‘finish’ had transgressive associations in the early modern imagination. It centres on the depiction of incomplete visual practices in works by playwrights including Shakespeare, John Lyly, and Robert Greene. The first book of its kind to connect dramatists’ attitudes to the visual with questions of materiality, Making and Unmaking in Early Modern English Drama draws on a rich range of illustrated examples. Plays are discussed alongside contexts and themes, including iconoclasm, painting, sculpture, clothing and jewellery, automata, and invisibility. Asking what it meant for Shakespeare and his contemporaries to ‘begin’ or ‘end’ a literary or visual work, this book is invaluable for scholars and students of early modern English literature, drama, visual culture, material culture, theatre history, history and aesthetics. -
The Player and the Playing: an Interpretive Study of Richard
DOCUMENT RESUME ED 442 143 CS 510 330 AUTHOR Henry, Mallika TITLE The Player and the Playing: AA Interpretive Study of Richard Courtney's Texts on Learning through Drama. PUB DATE 1999-00-00 NOTE 411p.; Doctoral dissertation, School of Education, New York University. PUB TYPE Dissertations/Theses Doctoral Dissertations (041) EDRS PRICE MFO1 /PC17 Plus Postage. DESCRIPTORS *Drama; *Learning Processes; Metaphors; Qualitative Research; *Scholarship ABSTRACT Using qualitative and interpretive methodologies, this dissertation analyzed Richard Courtney's writings to interpret his basic ideas on learning through drama. It focused on later writings (1989, 1990, 1995, 1997) in which Courtney distilled ideas he had been working on for as many as 30 years. It approached Courtney's texts using dramatistic metaphors which concretized his predominantly abstract writings. These metaphors focused on finding the basic elements of a drama: the setting, the act, the actor, and the Other. Through the lenses afforded by these metaphors, the thesis examined Courtney's wide-ranging, eclectic and often imprecise ideas to distill major themes. Courtney used notions like metaphor, symbol, ritual, Being, mind, perspective, oscillation and quaternity with apparently shifting definitions and loosely circumscribed meanings. It collected and analyzed Courtney's meanings recursively, both distilling Courtney's meanings and expanding them through concrete hypothetical examples. Courtney wrote about drama in abstract terms, using notions he had garnered from other disciplines to describe the process of learning through drama. The final construction that emerged in this dissertation represents the experience of the actor/learner: it is concentric, radiating from a nub which represents the feelings and imagination of the actor. -
English Renaissance
1 ENGLISH RENAISSANCE Unit Structure: 1.0 Objectives 1.1 The Historical Overview 1.2 The Elizabethan and Jacobean Ages 1.2.1 Political Peace and Stability 1.2.2 Social Development 1.2.3 Religious Tolerance 1.2.4 Sense and Feeling of Patriotism 1.2.5 Discovery, Exploration and Expansion 1.2.6 Influence of Foreign Fashions 1.2.7 Contradictions and Set of Oppositions 1.3 The Literary Tendencies of the Age 1.3.1 Foreign Influences 1.3.2 Influence of Reformation 1.3.3 Ardent Spirit of Adventure 1.3.4 Abundance of Output 1.4 Elizabethan Poetry 1.4.1 Love Poetry 1.4.2 Patriotic Poetry 1.4.3 Philosophical Poetry 1.4.4 Satirical Poetry 1.4.5 Poets of the Age 1.4.6 Songs and Lyrics in Elizabethan Poetry 1.4.7 Elizabethan Sonnets and Sonneteers 1.5 Elizabethan Prose 1.5.1 Prose in Early Renaissance 1.5.2 The Essay 1.5.3 Character Writers 1.5.4 Religious Prose 1.5.5 Prose Romances 2 1.6 Elizabethan Drama 1.6.1 The University Wits 1.6.2 Dramatic Activity of Shakespeare 1.6.3 Other Playwrights 1.7. Let‘s Sum up 1.8 Important Questions 1.0. OBJECTIVES This unit will make the students aware with: The historical and socio-political knowledge of Elizabethan and Jacobean Ages. Features of the ages. Literary tendencies, literary contributions to the different of genres like poetry, prose and drama. The important writers are introduced with their major works. With this knowledge the students will be able to locate the particular works in the tradition of literature, and again they will study the prescribed texts in the historical background. -
First Folio Table of Contents the Tragedie of Cymbeline
THE TRAGEDIE OF CYMBELINE. by WILLIAM SHAKESPEARE Based on the Folio Text of 1623 DjVu Editions E-books © 2001, Global Language Resources, Inc. Shakespeare: First Folio Table of Contents The Tragedie of Cymbeline . 1 Actus Primus. Scoena Prima. 1 Scena Secunda. 3 Scena Tertia. 6 Scena Quarta. 7 Scena Quinta. 8 Scena Sexta. 12 Scena Septima. 14 Actus Secundus. Scena Prima. 20 Scena Secunda. 21 Scena Tertia. 22 Scena Quarta. 26 Actus Tertius. Scena Prima. 32 Scena Secunda. 34 Scena Tertia. 36 Scena Quarta. 38 Scena Quinta. 43 Scena Sexta. 47 Scena Septima. 48 Scena Octaua. 50 Actus Quartus. Scena Prima. 51 Scena Secunda. 51 Scena Tertia. 62 Scena Quarta. 63 Actus Quintus. Scena Prima. 65 Scena Secunda. 66 Scena Tertia. 67 Scena Quarta. 69 Scena Quinta. 74 - i - Shakespeare: First Folio The Tragedie of Cymbeline The Tragedie of Cymbeline zz3 Actus Primus. Scoena Prima. 2 Enter two Gentlemen. 3 1.Gent. 4 You do not meet a man but Frownes. 5 Our bloods no more obey the Heauens 6 Then our Courtiers: 7 Still seeme, as do’s the Kings. 8 2 Gent. But what’s the matter? 9 1. His daughter, and the heire of’s kingdome (whom 10 He purpos’d to his wiues sole Sonne, a Widdow 11 That late he married) hath referr’d her selfe 12 Vnto a poore, but worthy Gentleman. She’s wedded, 13 Her Husband banish’d; she imprison’d, all 14 Is outward sorrow, though I thinke the King 15 Be touch’d at very heart. 16 2 None but the King? 17 1 He that hath lost her too: so is the Queene, 18 That most desir’d the Match. -
Bringing Richard Brome Online
This is a repository copy of Bringing Richard Brome Online. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/105805/ Version: Published Version Article: Hirsch, BD orcid.org/0000-0002-6231-2080 (2010) Bringing Richard Brome Online. Early Theatre, 13 (1). pp. 137-153. ISSN 1206-9078 10.12745/et.13.1.837 This article is protected by copyright. Reproduced in accordance with the publisher's self-archiving policy. Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Early Theatre Volume 13, Issue 1 2010 Article 7 Bringing Richard Brome Online Brett D. Hirsch∗ ∗University of Western Australia, [email protected] Copyright c 2010 by Early Theatre. Early Theatre is produced by The Berkeley Electronic Press (bepress). http://digitalcommons.mcmaster.ca/earlytheatre Bringing Richard Brome Online Brett D. Hirsch Abstract This review essay assesses Richard Brome Online, an online edition of the collected works of Richard Brome, in terms of the design, functionality, and usability of its features. -
The Cultural and Ideological Significance of Representations of Boudica During the Reigns of Elizabeth I and James I
EXETER UNIVERSITY AND UNIVERSITÉ D’ORLÉANS The Cultural and Ideological Significance Of Representations of Boudica During the reigns of Elizabeth I and James I. Submitted by Samantha FRENEE-HUTCHINS to the universities of Exeter and Orléans as a thesis for the degree of Doctor of Philosophy in English, June 2009. This thesis is available for library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgment. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. ..................................... (signature) 2 Abstract in English: This study follows the trail of Boudica from her rediscovery in Classical texts by the humanist scholars of the fifteenth century to her didactic and nationalist representations by Italian, English, Welsh and Scottish historians such as Polydore Virgil, Hector Boece, Humphrey Llwyd, Raphael Holinshed, John Stow, William Camden, John Speed and Edmund Bolton. In the literary domain her story was appropriated under Elizabeth I and James I by poets and playwrights who included James Aske, Edmund Spenser, Ben Jonson, William Shakespeare, A. Gent and John Fletcher. As a political, religious and military figure in the middle of the first century AD this Celtic and regional queen of Norfolk is placed at the beginning of British history. In a gesture of revenge and despair she had united a great number of British tribes and opposed the Roman Empire in a tragic effort to obtain liberty for her family and her people. -
Repertory and Riot: the Relocation of Plays from the Red Bull to the Cockpit Stage
132 Issues in Review 28 Knutson, Playing Companies and Commerce, 62. 29 Leggatt, Jacobean Public Theatre, 4. Repertory and Riot: The Relocation of Plays from the Red Bull to the Cockpit Stage On 4 March 1617 the newly built Cockpit playhouse in Drury Lane was assailed by a band of ‘lewde and loose persons, apprentices and others’.1 Writ- ing four days after the event, Edward Sherbourne claimed that between three and four thousand apprentices had mobilized themselves, ‘wounded divers of the players, broke open their trunckes, & whatt apparreil, bookes, or other things they found, they burnt & cutt in peeces; & not content herewith, gott on the top of the house, & untiled it’.2 Consequences were not limited to loss of property. Sherbourne elaborates that ‘one prentise was slaine, being shott throughe the head with a pistoll, & many other of their fellowes were sore hurt’.3 On the same day, John Chamberlain wrote to Dudley Carleton of the disorder in town, adding that the players of Queen Anne’s Men, the current occupants of the Cockpit, ‘defended themselves as well as they could and slew three of them [the rioters] with shot, and hurt divers’.4 The gravity of the situation, at least as far as city authorities were concerned, is clear. In a letter to the lord mayor and aldermen of London, it was reported that ‘there were diverse people slayne, and others hurt and wounded’. Later that month, the privy council ordered security and vigilance against the behaviour of citizens and apprentices to be tightened.5 A number of historical narratives have prioritized the riot, which took place on Shrove Tuesday that year. -
The Visual Staging of Audio Plays
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2016 The Visual Staging of Audio Plays Alex P. Burkart Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Acting Commons, and the Other Theatre and Performance Studies Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/4106 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. The Visual Staging of Audio Plays A thesis submitted in partial fulfillment of the requirements for the degree of Master of Fine Arts in Theatre at Virginia Commonwealth University by Alex Paul Burkart BFA, Webster University, 2008 MFA, Virginia Commonwealth University David Emerson Toney Assistant Professor/Artistic Director, Department of Theatre Virginia Commonwealth University School of the Arts Virginia Commonwealth University Richmond, VA April 18, 2016 Acknowledgment Special thanks to my incredible mentors at TheatreVCU: David Emerson Toney, Dr. Noreen Barnes, David Leong, Ron Keller, and Thomas Cunningham Susan Schuld for giving me the opportunity to stage my first radio play. My family: Emily A. Fisher, Paul and Susan Burkart, Nathan, Tyler, Meg, and Jess My past mentors, who ignited my love for theatrical performance: Doug Finlayson, Kat Singleton, Byron Grant, Steven Woolf, Josh Burton, and Edie Baran Ken Regez for sharing your voice and blazing passion for nostalgia My fellow graduate students, for being the sturdiest of sounding boards. -
Shakespeare's First Folio
SHAKESPEARE’S FIRST FOLIO DR. SARAH HIGINBOTHAM GEORGIA INSTITUTE OF TECHNOLOGY OVERVIEW Fall 2016 F2 9:35-10:55 TR Clough 325 D4 1:35-2:55 TR Clough 127 Seven years after William Shakespeare died, one of the world’s most N 12:05-1:25 TR Skiles 308 important books was published: a collection of thirty-six of his plays E-Mail: [email protected] that we now call the “First Folio.” Without the First Folio, we would Office: Stephen C. Hall Building 009 not have Julius Caesar, Macbeth, The Taming of the Shrew, or two plays that have profoundly changed the way that I think, Measure for Measure and Twelfth Night. We also wouldn’t have the iconic stage direction, “exit, pursued by a bear” (The Winter’s Tale). As Georgia Tech phases out its MATERIALS physical library, and as the world celebrates the 400th anniversary of Shakespeare’s death with a First Folio tour, this course will investigate what the First Folio affords us in the twenty-first century. REQUIRED But while Shakespeare is our topic, our goals concern communication Henry V Folger Shakespeare Library, 2009 skills and critical thinking: you will learn to identify relevant questions Hamlet about an issue, synthesize multiple perspectives, assess the soundness of Folger Shakespeare Library, 2005 a position, revise your work based on feedback, and apply your research King Lear to real world issues. The course will also help you formulate and defend Modern Library Classics, 2009 your point of view via written essays, oral presentations, visual analysis, WOVENText and through electronic and nonverbal communication. -
Sidney, Shakespeare, and the Elizabethans in Caroline England
Textual Ghosts: Sidney, Shakespeare, and the Elizabethans in Caroline England Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Rachel Ellen Clark, M.A. English Graduate Program The Ohio State University 2011 Dissertation Committee: Richard Dutton, Advisor Christopher Highley Alan Farmer Copyright by Rachel Ellen Clark 2011 Abstract This dissertation argues that during the reign of Charles I (1625-42), a powerful and long-lasting nationalist discourse emerged that embodied a conflicted nostalgia and located a primary source of English national identity in the Elizabethan era, rooted in the works of William Shakespeare, Sir Philip Sidney, John Lyly, and Ben Jonson. This Elizabethanism attempted to reconcile increasingly hostile conflicts between Catholics and Protestants, court and country, and elite and commoners. Remarkably, as I show by examining several Caroline texts in which Elizabethan ghosts appear, Caroline authors often resurrect long-dead Elizabethan figures to articulate not only Puritan views but also Arminian and Catholic ones. This tendency to complicate associations between the Elizabethan era and militant Protestantism also appears in Caroline plays by Thomas Heywood, Philip Massinger, and William Sampson that figure Queen Elizabeth as both ideally Protestant and dangerously ambiguous. Furthermore, Caroline Elizabethanism included reprintings and adaptations of Elizabethan literature that reshape the ideological significance of the Elizabethan era. The 1630s quarto editions of Shakespeare’s Elizabethan comedies The Merry Wives of Windsor, The Taming of the Shrew, and Love’s Labour’s Lost represent the Elizabethan era as the source of a native English wit that bridges social divides and negotiates the ii roles of powerful women (a renewed concern as Queen Henrietta Maria became more conspicuous at court).