Stanislavsky in Context
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Stage Violence, Power and the Director an Examination
STAGE VIOLENCE, POWER AND THE DIRECTOR AN EXAMINATION OF THE THEORY AND PRACTICE OF CRUELTY FROM ANTONIN ARTAUD TO SARAH KANE by Jordan Matthew Walsh Bachelor of Philosophy, University of Pittsburgh, 2012 Submitted to the Faculty of the University of Pittsburgh in partial fulfillment of the requirements for the degree of Bachelor of Philosophy. The University of Pittsburgh May 2012 UNIVERSITY OF PITTSBURGH ARTS & SCIENCES This thesis was presented by Jordan Matthew Walsh It was defended on April 13th, 2012 and approved by Jesse Berger, Artistic Director, Red Bull Theater Company Cynthia Croot, Assistant Professor, Theatre Arts Department Annmarie Duggan, Assistant Professor, Theatre Arts Department Dr. Lisa Jackson-Schebetta, Assistant Professor, Theatre Arts Department 2 Copyright © by Jordan Matthew Walsh 2012 3 STAGE VIOLENCE AND POWER: AN EXAMINATION OF THE THEORY AND PRACTICE OF CRUELTY FROM ANTONIN ARTAUD TO SARAH KANE Jordan Matthew Walsh, BPhil University of Pittsburgh, 2012 This exploration of stage violence is aimed at grappling with the moral, theoretical and practical difficulties of staging acts of extreme violence on stage and, consequently, with the impact that these representations have on actors and audience. My hypothesis is as follows: an act of violence enacted on stage and viewed by an audience can act as a catalyst for the coming together of that audience in defense of humanity, a togetherness in the act of defying the truth mimicked by the theatrical violence represented on stage, which has the potential to stir the latent power of the theatre communion. I have used the theoretical work of Antonin Artaud, especially his “Theatre of Cruelty,” and the works of Peter Brook, Jerzy Grotowski, and Sarah Kane in conversation with Artaud’s theories as a prism through which to investigate my hypothesis. -
Media Information New University of the Arts London Campus Central Saint Martins at King’S Cross
Media Information © 2011 New University of the Arts London Campus Central Saint Martins at King’s Cross Project Description October 2011 To the north of King’s Cross and St Pancras International railway stations, 67-acres of derelict land are being transformed in what is one of Europe’s largest urban regeneration projects. The result will be a vibrant mixed-use quarter, at the physical and creative heart of which will be the new University of the Arts London campus, home of Central Saint Martins College of Arts and Design. Stanton Williams’ design for the £200m new campus unites the college’s activities under one roof for the first time. It provides Central Saint Martins with a substantial new building, connected at its southern end to the Granary Building, a rugged survivor of the area’s industrial past. The result is a state-of-the-art facility that not only functions as a practical solution to the college’s needs but also aims to stimulate creativity, dialogue and student collaboration. A stage for transformation, a framework of flexible spaces that can be orchestrated and transformed over time by staff and students where new interactions and interventions, chance and experimentation can create that slip-steam between disciplines, enhancing the student experience. The coming together of all the schools of Central Saint Martins will open up that potential. The design aims to maximise the connections between departments within the building, with student and material movement being considered 3-dimensionally, as a flow diagram North to South, East to West, and up and down – similar in many ways to how the grain was distributed around the site using wagons and turntables. -
SS Issue 4 New Master FINAL
Issue #4, May 2014 Contents / Содержание Sergei Tcherkasski (St Petersburg State Theatre Arts Academy, Russia): Inside Sulimov’s Studio: Directors Perform a Play - pg. 4/ Сергей Черкасский (Санкт-Петербургская государственная академия театрального искусства, Россия): «В мастерской М. В. Сулимова: Режиссеры играют спектакль» – с. 26 Peter Zazzali (University of Kansas, U.S.A): An Examination of the Actor’s Double-Consciousness Through Stanislavski’s Conceptualization of ‘Artistic Truth’ - pg. 47/ Питер Заззали (Канзасский университет, США): «Исследование двойственного сознания актера посредством концептуализированной Станиславским идеи ‘сценической правды’» - с. 56 Michael Craig (Copernicus Films, Moscow): Vakhtangov and the Russian Theatre: Making a new documentary film - pg. 66 / Майкл Крэг («Copernicus Films», Москва): «Вахтангов и русский театр. Создание нового документального фильма» – с. 72 Steven Bush (University of Toronto, Canada): George Luscombe and Stanislavski Training in Toronto - pg. 79/ Стивен Буш (Университет Торонто, Канада): «Джордж Ласком и преподавание по методу Станиславского в Торонто» – с. 93 David Chambers (Yale School of Drama): Études in America: A Director’s Memoir - pg. 109/ Дэвид Чемберс (Йельская школа драмы): «Этюды в Америке: Воспоминания режиссера» – с. 126 Eilon Morris (UK) : The Ins and Outs of Tempo-Rhythm - pg. 146 /Эйлон Моррис (Великобритания): «Особенности темпоритма» – с. 159 Martin Julien (University of Toronto) : “Just Be Your Self-Ethnographer”: Reflections on Actors as Anthropologists - pg. -
The Seven Ages of Musical Theatre: the Life Cycle of the Child Performer
UNIVERSITY OF SOUTHAMPTON The Seven Ages of Musical Theatre: The life cycle of the child performer by Lyndsay Barnbrook A thesis submitted in partial fulfillment for the degree of Doctor of Philosophy in the Humanities Faculty School of Music April 2016 \A person's a person, no matter how small." Dr. Seuss UNIVERSITY OF SOUTHAMPTON Abstract Humanities Faculty School of Music Doctor of Philosophy The Seven Ages of Musical Theatre: The life cycle of the child performer by Lyndsay Barnbrook The purpose of the research reported here is to explore the part played by children in musical theatre. It aims to do this on two levels. It presents, for the first time, an historical analysis of involvement of children in theatre from its earliest beginnings to the current date. It is clear from this analysis that the role children played in the evolution of theatre has been both substantial and influential, with evidence of a number of recurring themes. Children have invariably made strong contributions in terms of music, dance and spectacle, and have been especially prominent in musical comedy. Playwrights have exploited precocity for comedic purposes, innocence to deliver difficult political messages in a way that is deemed acceptable by theatre audiences, and youth, recognising the emotional leverage to be obtained by appealing to more primitive instincts, notably sentimentality and, more contentiously, prurience. Every age has had its child prodigies and it is they who tend to make the headlines. However the influence of educators and entrepreneurs, artistically and commercially, is often underestimated. Although figures such as Wescott, Henslowe and Harris have been recognised by historians, some of the more recent architects of musical theatre, like Noreen Bush, are largely unheard of outside the theatre community. -
Love's Labour's Lost
CAL PERFORMANCES PRESENTS CAST Wednesday, November 4, 2009, 8pm Love’s Labour’s Lost Thursday, November 5, 2009, 7pm Friday, November 6, 2009, 8pm Saturday, November 7, 2009, 2pm & 8pm Sunday, November 8, 2009, 3pm Zellerbach Hall Shakespeare’s Globe in Love’s Labour’s Lost John Haynes CAST by William Shakespeare Ferdinand, King of Navarre Philip Cumbus Berowne Trystan Gravelle Artistic Director for Shakespeare‘s Globe Dominic Dromgoole Longaville William Mannering Dumaine Jack Farthing Director Set and Costume Designer Composer The Princess of France Michelle Terry Dominic Dromgoole Jonathan Fensom Claire van Kampen Rosaline Thomasin Rand Choreographer Fight Director Lighting Designer Maria Jade Anouka Siân Williams Renny Krupinski Paul Russell Katherine Siân Robins-Grace Text Work Movement Work Voice Work Boyet, a French lord in attendance on the Princess Tom Stuart Giles Block Glynn MacDonald Jan Haydn Rowles Don Adriano de Armado, a braggart from Spain Paul Ready Moth, his page Seroca Davis Holofernes, a schoolmaster Christopher Godwin Globe Production Manager U.S. Production Manager Paul Russell Bartolo Cannizzaro Sir Nathaniel, a curate Patrick Godfrey Dull, a constable Andrew Vincent U.S. Press Relations General Management Richard Komberg and Associates Paul Rambacher, PMR Productions Costard, a rustic Fergal McElherron Jaquenetta, a dairy maid Rhiannon Oliver Executive Producer, North America Executive Producer for Shakespeare’s Globe Eleanor Oldham and John Luckacovic, Conrad Lynch Other parts Members of the Company 2Luck Concepts Musical Director, recorder, shawms, dulcian, ocarina, hurdy-gurdy Nicholas Perry There will be one 20-minute intermission. Recorders, sackbut, shawms, tenor Claire McIntyre Viol, percussion David Hatcher Cal Performances’ 2009–2010 season is sponsored by Wells Fargo. -
The Role of Stanislavsky and the Moscow Art Theatre's 1923 And
CULTURAL EXCHANGE: THE ROLE OF STANISLAVSKY AND THE MOSCOW ART THEATRE’S 1923 AND1924 AMERICAN TOURS Cassandra M. Brooks, B.A. Thesis Prepared for the Degree of MASTER OF ARTS UNIVERSITY OF NORTH TEXAS August 2014 APPROVED: Olga Velikanova, Major Professor Richard Golden, Committee Member Guy Chet, Committee Member Richard B. McCaslin, Chair of the Department of History Mark Wardell, Dean of the Toulouse Graduate School Brooks, Cassandra M. Cultural Exchange: The Role of Stanislavsky and the Moscow Art Theatre’s 1923 and 1924 American Tours. Master of Arts (History), August 2014, 105 pp., bibliography, 43 titles. The following is a historical analysis on the Moscow Art Theatre’s (MAT) tours to the United States in 1923 and 1924, and the developments and changes that occurred in Russian and American theatre cultures as a result of those visits. Konstantin Stanislavsky, the MAT’s co-founder and director, developed the System as a new tool used to help train actors—it provided techniques employed to develop their craft and get into character. This would drastically change modern acting in Russia, the United States and throughout the world. The MAT’s first (January 2, 1923 – June 7, 1923) and second (November 23, 1923 – May 24, 1924) tours provided a vehicle for the transmission of the System. In addition, the tour itself impacted the culture of the countries involved. Thus far, the implications of the 1923 and 1924 tours have been ignored by the historians, and have mostly been briefly discussed by the theatre professionals. This thesis fills the gap in historical knowledge. -
Women in Theatre 2006 Survey
WOMEN IN THEATRE 2006 SURVEY Sphinx Theatre Company 2006 copyright. No part of this survey may be reproduced without permission WOMEN IN THEATRE 2006 SURVEY Sphinx Theatre Company copyright 2006. No part of this survey may be reproduced without permission The comparative employment of men and women as actors, directors and writers in the UK theatre industry, and how new writing features in venues’ programming Period 1: 16 – 29 January 2006 (inclusive) Section A: Actors, Writers, Directors and New Writing. For the two weeks covered in Period 1, there were 140 productions staged at 112 venues. Writers Of the 140 productions there were: 98 written by men 70% 13 written by women 9% 22 mixed collaboration 16% (7 unknown) 5% New Writing 48 of the 140 plays were new writing (34%). Of the 48 new plays: 30 written by men 62% 8 written by women 17% 10 mixed collaboration 21% The greatest volume of new writing was shown at Fringe venues, with 31% of its programme for the specified time period featuring new writing. New Adaptations/ New Translations 9 of the 140 plays were new adaptations/ new translations (6%). Of the 9 new adaptations/ new translations: 5 written by men 0 written by women 4 mixed collaboration 2 WOMEN IN THEATRE 2006 SURVEY Sphinx Theatre Company copyright 2006. No part of this survey may be reproduced without permission Directors 97 male directors 69% 32 female directors 23% 6 mixed collaborations 4% (5 unknown) 4% Fringe theatres employed the most female directors (9 or 32% of Fringe directors were female), while subsidised west end venues employed the highest proportion of female directors (8 or 36% were female). -
The University Disability Service Accompanying Information for Applicants
The University Disability Service Accompanying Information for Applicants This post offers an exciting opportunity for an experienced and well-organised practitioner. The University The University is collegiate, consisting of 6 colleges located across London: Central Saint Martins London College of Fashion London College of Communication Camberwell College of the Arts Chelsea College of Arts and Design Wimbledon College of Art UAL courses include a variety of teaching and learning methods. For example, lectures, workshops, studio work, group work and individual projects. Coursework, portfolios and ‘crits’ are common assessment methods. Approximately 20% of students at the University are disabled and/or dyslexic. The University has the highest number of students in receipt of Disabled Students’ Allowance funding in the country. The University Disability Service The University Disability Service (UDS) aims to work with students and staff to promote an inclusive learning environment. The Service champions the social model of disability and its work is underpinned by the following values: 1. Respect the individual 2. Promote inclusive practices 3. Empower students and colleagues 4. Ensure high quality and professionalism The Disability Service provides advice and support to students at sites across all six colleges. It was expanded in 2013-14 as part of the University’s commitment to improving the disabled student experience. It currently consists of: The Head of The Disability Service Deputy Manager 2 Senior Disability Advisers 2 Specialist Study Skills Co-ordinators Senior Disability Administrator Support Work Co-ordinator 8 Disability Advisers 4 Disability Administrators 20 Salaried (Term-time Only) and Hourly Paid Specialist Study Skills Tutors The Disability Service: deals with inquiries from students and third parties, provides advice and guidance to students and staff, assesses disabled students’ needs, and arranges support and adjustments for students (e.g. -
A Proposal for an Integrated Rehearsal Methodology for Shakespeare (And Others) Combining Active Analysis and Viewpoints
“UNPACK MY HEART WITH WORDS”: A Proposal for an Integrated Rehearsal Methodology for Shakespeare (and Others) Combining Active Analysis and Viewpoints by GERALD P. SKELTON, JR. BSc, MFA, MA A practice-based thesis submitted to the Faculty of Arts and Social Sciences of Kingston University in Partial Fulfilment of the Requirements for the Degree of Doctor of Philosophy September 2016 I hereby declare that the work presented in this thesis is my own. Gerald P. Skelton, Jr. ABSTRACT The performance of Shakespeare represents a distinct challenge for actors versed in the naturalistic approach to acting as influenced by Stanislavsky. As John Barton suggests, this tradition is not readily compatible with the language-based tradition of Elizabethan players. He states that playing Shakespeare constitutes a collision of “the Two Traditions” (1984, p. 3). The current training-based literature provides many guidelines on analysing and speaking dramatic verse by Shakespeare and others, but few texts include practical ways for contemporary performers to embrace both traditions specifically in a rehearsal context. This research seeks to develop a new actor-centred rehearsal methodology to help modern theatre artists create performances that balance the spontaneity and psychological insight that can be gained from a Stanislavsky-based approach with the textual clarity necessary for Shakespearean drama, and a physical rigour which, I will argue, helps root the voice within the body. The thesis establishes what practitioner Patsy Rodenburg (2005, p. 3) refers to as the need for words, or the impulse to respond to events primarily through language, as the key challenge that contemporary performers steeped in textual naturalism confront when approaching Shakespeare and other classical playwrights. -
Programmes in the Arts, Design, Fashion, Communication, Media and Performance 2019—20
Programmes in the Arts, Design, Fashion, Communication, Media and Performance 2019—20 Ranked in the World’s Top 6 Universities for Art and Design* #ualstudyabroad Scholarships available University of the Arts London comprises six renowned Colleges: Camberwell College of Arts Central Saint Martins Chelsea College of Arts London College of Communication London College of Fashion Wimbledon College of Arts How to contact us: Telephone +44 20 7514 2249 Front cover Study Abroad Office Email [email protected] *QS World University Rankings University of the Arts London arts.ac.uk/studyabroad 2018 272 High Holborn @studybroadual London WC1V 7EY @ualstudyabroad United Kingdom @ualstudyabroad What’s inside 02 Why UAL 04 London: the creative capital 06 The Colleges 12 Alumni 14 Integrated, Semester and Summer Programmes 16 Calendar 18 Integrated Study Abroad 19 Optional Modules 20 Integrated course listings 22 Semester Study Abroad Programmes 23 Central Saint Martins Semester Programme 24 Fine Arts Semester 25 London College of Fashion Programmes 26 London Design Programme 27 Summer Study Abroad 28 Summer course listings 30 All you need to know 32 Eligibility 34 Scholarships, financial aid and visa information 38 Accommodation 40 Life at UAL 42 UK academic system 43 How to apply 1 Why UAL Ranked number Prime London Our alumni – 1 in the world locations internationally for fashion renowned artists, (Business of Fashion designers and Awards 2017) performers Our connections Our campuses, Ranked in the to the creative technical world’s top 6 industries equipment universities for and resources Art and Design (QS World Rankings 2018) Choose from an London’s Our dedicated unrivalled number food choices study abroad team of subjects and courses 2 arts.ac.uk/studyabroad 3 London The creative capital Situated around the River Thames, London is a dynamic, thriving metropolis where the old fuses with the new. -
2019-20 Drama School V. University Choosing the Right Path for Your Future out of the Spotlight Speak the Speech, Training and Careers I Pray You
STUDENT GUIDE TO www.dramaandtheatre.co.uk/SGDE 2019-20 Drama School v. university Choosing the right path for your future Out of the spotlight Speak the speech, Training and careers I pray you... beyond performance Choosing and preparing monologues Comprehensive advice for those applying to study or train in any aspect of the performing arts 001_SGDE_COVER [APPROVED].indd 1 23/07/2019 13:16 Apply for BA (Hons) and Foundation Courses at ArtsEd! Exceptional triple threat training. Revolutionary stage and screen Acting training. ArtsEd was ranked the top Igniting your drama school for overall student satisfaction in the 2019 National Student Survey with over 90% of students passion for happy with their training. Find out more: www.artsed.co.uk performance [email protected] @ArtsEdLondon 0_SGDE_2019/20.indd 2 05/08/2019 12:48 Welcome Extra online STUDENT GUIDE TO material The Student Guide to Drama Education is also available to 2019-20 read free online, where you will elcome to the Student Guide to Drama Education – a guide designed to off er fi nd links to extra comprehensive advice to anyone thinking of applying to study or train in any aspect of pages of course- Wthe performing arts. listings. Visit www. Everything in this guide has been written straight ‘from the horse’s mouth’ dramaandtheatre. – students and graduates of all the major disciplines share what it’s like to study their courses; teaching staff from world-class Higher Education co.uk from institutions tell you what you need to know about applying for their October 2019. courses; and working professionals in the industry off er career tips for those all-important early years in and out of training. -
Lloyd Richards in Rehearsal
Lloyd Richards in Rehearsal by Everett C. Dixon A Dissertation submitted to the Faculty of Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy, Graduate Program in Theatre Studies, York University, Toronto, Ontario September 2013 © Everett Dixon, September 2013 Abstract This dissertation analyzes the rehearsal process of Caribbean-Canadian-American director Lloyd Richards (1919-2006), drawing on fifty original interviews conducted with Richards' artistic colleagues from all periods of his directing career, as well as on archival materials such as video-recordings, print and recorded interviews, performance reviews and unpublished letters and workshop notes. In order to frame this analysis, the dissertation will use Russian directing concepts of character, event and action to show how African American theatre traditions can be reformulated as directing strategies, thus suggesting the existence of a particularly African American directing methodology. The main analytical tool of the dissertation will be Stanislavsky's concept of "super-super objective," translated here as "larger thematic action," understood as an aesthetic ideal formulated as a call to action. The ultimate goal of the dissertation will be to come to an approximate formulation of Richards' "larger thematic action." Some of the artists interviewed are: Michael Schultz, Douglas Turner Ward, Woodie King, Jr., Dwight Andrews, Stephen Henderson, Thomas Richards, Scott Richards, James Earl Jones, Charles S. Dutton, Courtney B. Vance, Michele Shay, Ella Joyce, and others. Keywords: action, black aesthetics, black theatre movement, character, Dutton (Charles S.), event, Hansberry (Lorraine), Henderson (Stephen M.), Molette (Carlton W. and Barbara J.), Richards (Lloyd), Richards (Scott), Richards (Thomas), Jones (James Earl), Joyce (Ella), Vance (Courtney ii B.), Schultz (Michael), Shay (Michele), Stanislavsky (Konstantin), super-objective, theatre, Ward (Douglas Turner), Wilson (August).