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Thesis Slabaugh Ms072117
THE NECESSITY AND FUNCTION OF THE DRAMATURG IN THEATRE A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of Arts Melanie J. Slabaugh August, 2017 THE NECESSITY AND FUNCTION OF THE DRAMATURG IN THEATRE Melanie J. Slabaugh Thesis Approved: Accepted: ______________________________ ______________________________ Advisor School Director James Slowiak J. Thomas Dukes, Ph.D. ______________________________ ______________________________ Faculty Reader Dean of the College Durand L. Pope John Green, Ph.D. ______________________________ ______________________________ Faculty Reader Dean of the Graduate School Hillary Nunn, Ph.D. Chand Midha, Ph.D. ii TABLE OF CONTENTS CHAPTER I. INTRODUCTION ……………………………………………………………….. 5 II. HISTORY AND DESCRIPTION OF DRAMATURGY ……………………… 3 Gotthold Ephraim Lessing and the Hamburg National Theatre ……… 4 Lessing’s Influence on the Dramaturgical Movement …………………. 8 Dramaturgy in American Theatre ……………………………………….. 16 III. PRODUCTION DRAMATURGY ……………………………………………. 13 The Production Dramaturg/Director Relationship ……………………. 15 New Production Dramaturgies …………………………………………… 18 IV. NEW PLAY DEVELOPMENT ………………………………………………… 20 The Role of the Dramaturg in New-Play Development …………..…… 22 The Dramaturg as Supporter ………………………………………..….… 22 The Dramaturg as Guardian ………………………………..………….…. 26 The Dramaturg as Questioner …………………………………..……….. 29 V. DEVISED THEATRE ………………………………………….…………..……. 32 The Tasks of the Dramaturg in Devised Theatre ………………….….… -
What's Your Status: Exploring Brecht's Idea of HALTUNG Though Keith Johnstone's Status Exercises
Loyola University Chicago Loyola eCommons Department of Fine & Performing Arts: Faculty Publications and Other Works Faculty Publications Fall 2017 Introduction to "What's Your Status: Exploring Brecht's Idea of HALTUNG though Keith Johnstone's Status Exercises Ann M. Shanahan Loyola University Chicago, [email protected] Follow this and additional works at: https://ecommons.luc.edu/dfpa Part of the Theatre and Performance Studies Commons Recommended Citation Shanahan, Ann M., "Introduction to "What's Your Status: Exploring Brecht's Idea of HALTUNG though Keith Johnstone's Status Exercises" (2017). Department of Fine & Performing Arts: Faculty Publications and Other Works. 19. https://ecommons.luc.edu/dfpa/19 This Article is brought to you for free and open access by the Faculty Publications at Loyola eCommons. It has been accepted for inclusion in Department of Fine & Performing Arts: Faculty Publications and Other Works by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. © Stage Directors and Choreographers Society 2017 ---------SDC JOURNAL PEER-REVIEWED SECTION --------- In the political climate surrounding the 2016 US presidential election and its wake, the plays of Bertolt Brecht are produced in professional and university theatres with renewed energy. Several universities will produce The Threepenny Opera and Mother Courage this season. and Brecht's lesser known plays, such as The Resistible Rise ofArtur o Ui, gain new attention in professional venues for the relevancy of their critique of Hitler's rise to power in Nazi Germany. I have found students in university classes- ranging from production courses to general distribution requirements-fascinated and enlivened when we study Brecht's theories, especially when actively demonstrated through performances of his LehrstiJcke, or "learning-plays; and songs. -
“Almost Invisible Until Now” Antigone, Ismene, and the Dramaturgy of Tragedy
NORDIC THEATRE STUDIES Vol. 31, No. 1. 2019, 141-154 “almost invisible until now” Antigone, Ismene, and the Dramaturgy of Tragedy KRISTINA HAGSTRÖM-STÅHL ABSTRACT This essay discusses Sophocles’ Antigone in relation to its Hegelian legacy, engaging with the play from a directorial perspective. Drawing on the work of Judith Butler, Anne Carson , Bonnie Honig, Peggy Phelan and Cecilia Sjöholm, I attempt to envision a contemporary mise en scène that repositions feminine subjectivity within the dramaturgy of tragedy. Centering on the relationship between Antigone and Ismene, as well as on the possibility of revaluing Ismene’s position in terms of political and dramaturgical agency, I hope to challenge dramaturgical conventions that assume binary, heteronormative relations as the primary framework of interpretation for female characters, and death and destruction as the only possible outcome for what is positioned as feminine. This resituated reading of the drama examines the function of embodied performance in processes of meaning-making, and offers dramaturgical structure as a site for strategies of resistance. KEYWORDS dramaturgy, tragedy, Hegelian dialectics, feminist theory, performance practice ISSN 2002-3898 © Kristina Hagström-Ståhl and Nordic Theatre Studies PEER REVIEWED ARTICLE Open access: https://tidsskrift.dk/nts/index Published with support from Nordic Board for Periodicals in the Humanities and Social Sciences (NOP-HS) DOI: 10.7146/nts.v31i1.113013 “almost invisible until now” “almost invisible until now” Antigone, Ismene, and the Dramaturgy of Tragedy1 Elle pense qu’elle va mourir, qu’elle est jeune, et qu’elle aussi, elle aurait bien aimé vivre. Mais il n’y a rien à faire. -
Dramaturgy Handbook
Marat/Sade Emerson Stage 2007-08 Photo Brendan Koons DRAMATURGY STUDENT HANDBOOK Compiled by Magda Romanska, Ph.D. Head of Theatre Studies and Dramaturgy Advisor Emerson College Department of Performing Arts 120 Boylston St Boston, MA 02116 [email protected] 2 TTAABBLLEE OOFF CCOONNTTEENNTTSS WHAT IS DRAMATURGY? ........................................................................... 4 DRAMATURGY AND THE LIBERAL ARTS ............................................... 6 INSTITUTIONAL DRAMATURGY .............................................................. 7 PRODUCTION DRAMATURGY ................................................................. 9 AMERICAN VS. EUROPEAN DRAMATURGY ........................................ 13 DRAMATURGY PORTFOLIO .................................................................... 14 RECOMMENDATION LETTERS ............................................................... 15 DRAMATURGY CAREER RESOURCES ............................................... 17 INTERNSHIPS ......................................................................................... 17 GRADUATE PROGRAMS - M.F.A. /Ph.D. ............................................... 24 JOURNALS ......................................................................................................28 CONFERENCES & ORGANIZATIONS .................................................... 49 OTHER CAREER RESOURCES ............................................................. 53 DRAMATURGY BEYOND THEATRE DRAMATURGY FOR FILM SCRIPTS..................................................... -
Reconsidering Brechtian Elements in Process Drama1
Ankara University, Journal of Faculty of Educational Sciences, Year: 2015, Vol: 48, No: 2, 19-36 Reconsidering Brechtian Elements in Process Drama1 Özgehan UŞTUK, MA Balıkesir University [email protected] ABSTRACT. It is known that process drama is parallel to non-Aristotelian structure of Brecht’s epic theatre in certain ways. Techniques and structure as the elements of these two notions (O’Neill’s process drama and Brecht’s epic theatre) resemble to each other not only by the usage and also by the relationship between the process and the participants as well. Brecht intended to engage actively with the audience and makes them engage with the play critically; similarly in process drama structures, participants are actively engaged with the material and the theme of the work. Moreover, in process drama, participants are assigned as meaning-makers throughout the process since they actively shouldered the role of writer, director, actor/actress and the audience. This quality lets them engage with the process in ways that are not only aesthetic but also critical and purposeful. Thus, there are also some elements that Brechtian plays and O'Neill's structures may share but they are included with different intentions. Taking all the similarities and differences that can be referred from texts into consideration, it can be suggested that further discussion is needed to reveal the dichotomy. This paper intends to build a direct link between drama in education and theatre and to explain this link from a structural point of view by comparing and contrasting examples from plays of Brecht and process drama sessions of O'Neill. -
Demarcating Dramaturgy
Demarcating Dramaturgy Mapping Theory onto Practice Jacqueline Louise Bolton Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds Workshop Theatre, School of English August 2011 The candidate confirms that the work submitted is his/her own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. 11 Acknowledgements This PhD research into Dramaturgy and Literary Management has been conducted under the aegis of an Arts and Humanities Research Council Collaborative Doctoral Award; a collaboration between the University of Leeds and West Yorkshire Playhouse which commenced in September 2005. I am extremely grateful to Alex Chisholm, Associate Director (Literary) at West Yorkshire Playhouse, and Professor Stephen Bottoms and Dr. Kara McKechnie at the University of Leeds for their intellectual and emotional support. Special thanks to Professor Bottoms for his continued commitment over the last eighteen months, for the time and care he has dedicated to reading and responding to my work. I would like to take this opportunity to thank everybody who agreed to be interviewed as part of this research. Thanks in particular to Dr. Peter Boenisch, Gudula Kienemund, Birgit Rasch and Anke Roeder for their insights into German theatre and for making me so welcome in Germany. Special thanks also to Dr. Gilli Bush-Bailey (a.k.a the delightful Miss. Fanny Kelly), Jack Bradley, Sarah Dickenson and Professor Dan Rebellato, for their faith and continued encouragement. -
Aristotle's Poetics, Bharatamuni's Natyasastra, and Zeami's Treatises: Theory As Discourse
ORE Open Research Exeter TITLE Aristotle's Poetics, Bharatamuni's Natyasastra, and Zeami's Treatises: Theory as Discourse AUTHORS Ley, Graham JOURNAL Asian Theatre Journal DEPOSITED IN ORE 26 January 2009 This version available at http://hdl.handle.net/10036/48013 COPYRIGHT AND REUSE Open Research Exeter makes this work available in accordance with publisher policies. A NOTE ON VERSIONS The version presented here may differ from the published version. If citing, you are advised to consult the published version for pagination, volume/issue and date of publication Aristotle's Poetics, Bharatamuni's Natyasastra, and Zeami's Treatises: Theory as Discourse Author(s): Graham Ley Source: Asian Theatre Journal, Vol. 17, No. 2 (Autumn, 2000), pp. 191-214 Published by: University of Hawai'i Press Stable URL: http://www.jstor.org/stable/1124489 Accessed: 26/01/2009 04:32 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=uhp. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. -
English Literature, History, Children's Books And
LONDON 13 DECEMBER 2016 DECEMBER 13 LONDON HISTORY, CHILDREN’S CHILDREN’S HISTORY, ENGLISH LITERATURE, ENGLISH LITERATURE, BOOKS AND BOOKS ILLUSTRATIONS LONDON ENGLISH LITERATURE, HISTORY, CHILDREN’S BOOKS AND ILLUSTRATIONS 13 DECEMBER 2016 L16408 ENGLISH LITERATURE, HISTORY, CHILDREN’S BOOKS AND ILLUSTRATIONS FRONT COVER LOT 67 (DETAIL) BACK COVER LOT 317 THIS PAGE LOT 30 (DETAIL) ENGLISH LITERATURE, HISTORY, CHILDREN’S BOOKS AND ILLUSTRATIONS AUCTION IN LONDON 13 DECEMBER 2016 SALE L16408 SESSION ONE: 10 AM SESSION TWO: 2.30 PM EXHIBITION Friday 9 December 9 am-4.30 pm Saturday 10 December 12 noon-5 pm Sunday 11 December 12 noon-5 pm Monday 12 December 9 am-7 pm 34-35 New Bond Street London, W1A 2AA +44 (0)20 7293 5000 sothebys.com THIS PAGE LOT 101 (DETAIL) SPECIALISTS AND AUCTION ENQUIRIES For further information on lots in this auction please contact any of the specialists listed below. SALE NUMBER SALE ADMINISTRATOR L16408 “BABBITTY” Lukas Baumann [email protected] BIDS DEPARTMENT +44 (0)20 7293 5287 +44 (0)20 7293 5283 fax +44 (0)20 7293 5904 fax +44 (0)20 7293 6255 [email protected] POST SALE SERVICES Kristy Robinson Telephone bid requests should Post Sale Manager Peter Selley Dr. Philip W. Errington be received 24 hours prior FOR PAYMENT, DELIVERY Specialist Specialist to the sale. This service is AND COLLECTION +44 (0)20 7293 5295 +44 (0)20 7293 5302 offered for lots with a low estimate +44 (0)20 7293 5220 [email protected] [email protected] of £2,000 and above. -
Lehrstücke Von Brecht Im Daf-Unterricht Diplomski Rad
Sveučilište u Zagrebu Filozofski fakultet Odsjek za germanistiku Nastavnički smjer Bojana Tkalčec Lehrstücke von Brecht im DaF-Unterricht Diplomski rad Mentorica: dr. sc. Maja Häusler Zagreb, rujan 2016. Inhaltsverzeichnis 1. Einleitung ............................................................................................................................................ 2 2. Bertolt Brecht ...................................................................................................................................... 3 2.1 Sein Leben und Werk .................................................................................................................... 3 2.2 Brecht heute ................................................................................................................................... 6 2.3 Brecht in Kroatien ......................................................................................................................... 7 3. Lehrstücke von Brecht......................................................................................................................... 9 3.1 Entstehung und Bedeutung ............................................................................................................ 9 4. Schauspiel und Schülertheater im Fremdsprachenunterricht ............................................................ 11 5. Unterrichtsvorschläge zum Thema: Lehrstücke von Bertolt Brecht ................................................. 13 5.1 Zielgruppe .................................................................................................................................. -
Leopold and Wolfgang Mozart's View of the World
Between Aufklärung and Sturm und Drang: Leopold and Wolfgang Mozart’s View of the World by Thomas McPharlin Ford B. Arts (Hons.) A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy European Studies – School of Humanities and Social Sciences University of Adelaide July 2010 i Between Aufklärung and Sturm und Drang: Leopold and Wolfgang Mozart’s View of the World. Preface vii Introduction 1 Chapter 1: Leopold Mozart, 1719–1756: The Making of an Enlightened Father 10 1.1: Leopold’s education. 11 1.2: Leopold’s model of education. 17 1.3: Leopold, Gellert, Gottsched and Günther. 24 1.4: Leopold and his Versuch. 32 Chapter 2: The Mozarts’ Taste: Leopold’s and Wolfgang’s aesthetic perception of their world. 39 2.1: Leopold’s and Wolfgang’s general aesthetic outlook. 40 2.2: Leopold and the aesthetics in his Versuch. 49 2.3: Leopold’s and Wolfgang’s musical aesthetics. 53 2.4: Leopold’s and Wolfgang’s opera aesthetics. 56 Chapter 3: Leopold and Wolfgang, 1756–1778: The education of a Wunderkind. 64 3.1: The Grand Tour. 65 3.2: Tour of Vienna. 82 3.3: Tour of Italy. 89 3.4: Leopold and Wolfgang on Wieland. 96 Chapter 4: Leopold and Wolfgang, 1778–1781: Sturm und Drang and the demise of the Mozarts’ relationship. 106 4.1: Wolfgang’s Paris journey without Leopold. 110 4.2: Maria Anna Mozart’s death. 122 4.3: Wolfgang’s relations with the Weber family. 129 4.4: Wolfgang’s break with Salzburg patronage. -
Brechtian Theory
GUTES TUN 1,3: BRECHTIAN THEORY AND CONTEMPORARY DIDACTIC THEATER by ERICA MARIE HAAS (Under the Direction of Martin Kagel) ABSTRACT The play Gutes Tun 1,3 (2005), written and performed by Anne Tismer and Rahel Savoldelli, lends to comparison to the works of Bertolt Brecht: Tismer and Savoldelli aim to educate the audience about social issues, using Brechtian performance techniques such as Verfremdung to relay their ideas. However, upon closer examination, it is clear that Gutes Tun 1,3 ultimately diverges from Brechtian theory, especially with regard to the way that social messages are conveyed. INDEX WORDS: Gutes Tun, Off-Theater, German theater, Modern theater, Anne Tismer, Rahel Savoldelli, Ballhaus Ost, Bertolt Brecht GUTES TUN 1,3: BRECHTIAN THEORY AND CONTEMPORARY DIDACTIC THEATER by ERICA MARIE HAAS B.A., New College of Florida, 2005 A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS ATHENS, GEORGIA 2009 ©2009 Erica Marie Haas All Rights Reserved iv DEDICATION This thesis is dedicated to my friends, especially my best friend, Jessica, for all of her love, support, and silly text messages from across the miles. Priya, Beau, Matt, Amy the Brit, Kristie, JP, Med School Amy, Mike, Alia, Fereshteh, Sam, Lea, and Sarah the Zwiebel are some of the best cheerleaders that a girl could ever hope for. Finally, this thesis is dedicated to my friends from Joe Brown Hall, who have made the past two years in Athens so memorable. Life would not have been as much fun without the basement camaraderie and YouTube prowess of Will, Zachary, Carlos, Justin, Caskey, Monika, Hugh, Flo, Ulla, Boris, Keith, Janith, Antje, Marcie, Lena, Susa, Cassie, Sarah, Katie, and Paulina. -
What to Do with Gestus Today Version II
Abstract This thesis explores the common and dialectical features of pedagogy, Bertolt Brecht’s Gestus, and identity construction. It speaks from the perspectives of pedagogue, actor and subject. It argues that in each of these modes the subject is necessarily engaged in both an ontological dilemma and opportunity, which is performative. It exposes embodiment as an oscillatory process of absence and presence. This is predicated on the impossibility of arriving at a fixed notion of being in the world. The thesis is set within an autobiographical frame. First because each mode marks an encounter in the life of Rob Vesty, and second because the practice-based-research uses autobiographical performance. It advances by constructing a piece of performative writing, an autobiographical timeline, to affect an experience of the practice, which informs this thesis. This piece introduces a montage of three juxtaposing studies. The first draws on Rob Vesty’s work in TIE with Splendid Productions and uses the company’s 2007/2008 performance and workshop tour of Brecht’s The Good Woman of Szechuan. It argues that a dialectic, rather than didactic, process must occur in the pedagogic setting and that this is dependent on the presence of a creative gap produced by a strong aesthetic. The second study then argues that the Gestic actor embodies and ‘writes’ this creative gap in a parodic way and that a virtue is made of showing its construction. The final study turns to Rob Vesty’s (2008) solo theatre show – One Man Good Woman – to chart the way identity impacts upon autobiography. It argues that the ‘written’ nature of autobiography and identity renders the subject both absent and present and retains dialectical features in its construction.