1. Introduction: an Overview of Theatre
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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. -
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. -
Drama Department Open House
Drama Department Open House Stagecraft 1-2 Stagecraft for Show Productions Stagecraft 3-4 Stagecraft for Musical Productions Instructor: Jason Fallis Email: [email protected] What Is Our Department? EVERYTHING THEATRE! Not interested in being onstage but love the technical aspect? We have you covered! Want to be onstage? We have you covered! Need a fine arts credit? We have you covered! Stagecraft 1-2 - No experience required. This is an introductory course on stagecraft (behind the scenes). Some of the areas you will learn about include: lighting, sound, costuming, props, set design and construction, painting and special effects make-up & much more. Where do we go from here? Stagecraft 1-2 Stagecraft 3-4 Stagecraft 3-4 What do you do when you have completed Stagecraft 1-2? TIme to work the shows! In stagecraft 3-4 we take it a step further as you, the student move on to work actual productions behind the scenes operating lights, sound, microphones and backstage. Again...it is impossible to list the advanced offerings in this course. The best part though is the family bond the department has! Stagecraft 3-4 making sure the actors and the stage look great! SO, YOU WANT TO BE AN ACTOR? If your family or friends have told you that you are too dramatic, Acting 1-2 may be for you! No experience is required to take Acting 1-2, an introduction to acting. In this class you will learn the broad techniques of acting from voice control to improvisation. Have I mentioned it is a blast! Where do I go after Acting 1-2? Look no further than Stagecraft for Show Productions. -
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. -
Indian Theatre Autobiographies Kindle
STAGES OF LIFE : INDIAN THEATRE AUTOBIOGRAPHIES PDF, EPUB, EBOOK Kathryn Hansen | 392 pages | 01 Dec 2013 | Anthem Press | 9781783080687 | English | London, United Kingdom Stages of Life : Indian Theatre Autobiographies PDF Book All you need to know about India's 2 Covid vaccines. Celebratory firing: yr-old killed at Lohri event in Talwandi Sabo village. Khemta dances may be performed on any occasion, and, at one time, were popular at weddings and pujas. For a full translation via Bengali see The Wonders of Vilayet , tr. First, he used Grose's phrases for descriptions of topics which Dean Mahomet did not know, most notably the cities of Surat and Bombay, and also classical quotations from Seneca and Martial. He never explained the reasons for this next immigration and, indeed, later omitted his years in Ireland from his autobiographical writings altogether. London: Anthem Press. Samples of 3 dead birds found negative in Ludhiana 9 hours ago. Other Formats Available: Hardback. India's artistic identity is deeply routed within its social, economical, cultural, and religious views. For privacy concerns, please view our Privacy Policy. The above passage can be taken as example of the Vaishnav value system within which Girish Ghosh would always configure the identity and work of an actor. Main article: Sanskrit drama. This imagination serves as a source of creative inspiration in later life for artists, writers, scientists, and anyone else who finds their days and nights enriched for having nurtured a deep inner life. CBSE schools begin offline classes 9 hours ago. In Baumer and Brandon , xvii—xx. Thousands of tractors to leave for Delhi on Jan 20 9 hours ago. -
Stagecraft I & II SYLLABUS
DUKE ELLINGTON SCHOOL OF THE ARTS TECHNICAL DESIGN & PRODUCTION DEPARTMENT STAGECRAFT I & II Instructor: Robin Y. Harris COURSE CATALOG DESCRIPTION Stagecraft I (QT1) This is the first course in the Duke Ellington Technical Theater career pathway. This sequence of courses prepares students for a career in the technical theater industry. Students are introduced to the process by which scenery, lighting, and audio are planned, coordinated, and built to support the playwright's and director's visions and concepts. Students will create scenic design models. Stagecraft II (QT2) This is the second course in the Duke Ellington Technical Theater career pathway. This sequence of courses prepares students for a career in the technical theater industry. Students will expand their general understanding of basic stagecraft and practices. COURSE OUTCOMES and OBJECTIVES At the end of the school year, the student should be able to: • Converse in the vocabulary of the discipline. • Understand theatre history as it relates to the physical facility of the theater to include art and architecture. • Understand the principles of scenic elements, scenic units, construction/fabrication, and design. • Make connections among disciplines of study • Read critically • Recognize the differences among fact, opinions, and judgements • Express aesthetic critique and insight • Solicit feedback, evaluate and revise creative products METHOD OF INSTRUCTION Lecture and Discussion Demonstration and Illustration Printed Materials COURSE OUTLINE I. Brief Theatre History (Ancient, Greek, Roman and Renaissance) II. Performance Spaces and Functions (Arena, Proscenium, Thrust, and Black Box) III. Common Stage Elements IV. Scenic Units & Resources (Flats, Doors, Platforms, Drops, and Properties) V. Design A. The Role of the Designer B. -
Greek Theory of Tragedy: Aristotle's Poetics
Greek Theory of Tragedy: Aristotle's Poetics The classic discussion of Greek tragedy is Aristotle's Poetics. He defines tragedy as "the imitation of an action that is serious and also as having magnitude, complete in itself." He continues, "Tragedy is a form of drama exciting the emotions of pity and fear. Its action should be single and complete, presenting a reversal of fortune, involving persons renowned and of superior attainments, and it should be written in poetry embellished with every kind of artistic expression." The writer presents "incidents arousing pity and fear, wherewith to interpret its catharsis of such of such emotions" (by catharsis, Aristotle means a purging or sweeping away of the pity and fear aroused by the tragic action). The basic difference Aristotle draws between tragedy and other genres, such as comedy and the epic, is the "tragic pleasure of pity and fear" the audience feel watching a tragedy. In order for the tragic hero to arouse these feelings in the audience, he cannot be either all good or all evil but must be someone the audience can identify with; however, if he is superior in some way(s), the tragic pleasure is intensified. His disastrous end results from a mistaken action, which in turn arises from a tragic flaw or from a tragic error in judgment. Often the tragic flaw is hubris, an excessive pride that causes the hero to ignore a divine warning or to break a moral law. It has been suggested that because the tragic hero's suffering is greater than his offense, the audience feels pity; because the audience members perceive that they could behave similarly, they feel pity. -
Chapter 10: Stage Settings
396-445 CH10-861627 12/4/03 11:11 PM Page 396 CHAPTER ᪴ ᪴ ᪴ ᪴ ᪴ ᪴ ᪴ ᪴ ᪴ ᪴ 10 Stage Settings Stage settings establish a play’s atmosphere. In Andrew Lloyd Webber’s Sunset Boulevard, shown here, the charac- ters are dwarfed by the imposing paneled room that includes a sweep- ing staircase. he theater, for all its artifices, depicts life Tin a sense more truly than history. —GEORGE SANTAYANA, POET AND PHILOSOPHER 396 396-445 CH10-861627 12/4/03 11:12 PM Page 397 SETTING THE SCENE Focus Questions What are the purposes of scenery in a play? What are the effects of scenery in a play? How has scenic design developed from the Renaissance through modern times? What are some types of sets? What are some of the basic principles and considerations of set design? How do you construct and erect a set? How do you paint and build scenery? How do you shift and set scenery? What are some tips for backstage safety? Vocabulary box set curtain set value unit set unity tints permanent set emphasis shades screens proportion intensity profile set balance saturation prisms or periaktoi hue A thorough study of the theater must include developing appreciation of stage settings and knowledge of how they are designed and constructed. Through the years, audiences have come to expect scenery that not only presents a specific locale effectively but also adds an essential dimension to the production in terms of detail, mood, and atmosphere. Scenery and lighting definitely have become an integral part of contemporary play writ- ing and production. -
The Journal Ie Music Academy
THE JOURNAL OF IE MUSIC ACADEMY MADRAS A QUARTERLY OTED TO THE ADVANCEMENT OF THE SCIENCE AND ART OF MUSIC XIII 1962 Parts I-£V _ j 5tt i TOTftr 1 ®r?r <nr firerftr ii dwell not in Vaikuntha, nor in the hearts of Yogins, - the Sun; where my Bhaktas sing, there be I, ! ” EDITED BY V. RAGHAVAN, M.A., PH.D. 1 9 6 2 PUBLISHED BY HE MUSIC ACADEMY, MADRAS 115-E, M OW BRAY’S RO AD, M ADRAS-14. "iption—Inland Rs, 4. Foreign 8 sh. Post paid. i ADVERTISEMENT CHARGES I S COVER PAGES: if Back (outside) $ if Front (inside) i Back (D o.) if 0 if INSIDE PAGES: if 1st page (after cover) if if Ot^er pages (each) 1 £M E N i if k reference will be given to advertisers of if instruments and books and other artistic wares. if I Special position and special rate on application. Xif Xtx XK XK X&< i - XK... >&< >*< >*<. tG O^ & O +O +f >*< >•< >*« X NOTICE All correspondence should be addressed to Dr. V. R Editor, Journal of the Music Academy, Madras-14. Articles on subjects of music and dance are accep publication on the understanding that they are contribute) to the Journal of tlie Music Academy. All manuscripts should be legibly written or preferab written (double spaced—on one side of the paper only) and be signed by the writer (giving his address in full). The Editor of the Journal is not responsible for t1 expressed by individual contributors. All books, advertisement, moneys and cheque ♦ended for the Journal should be sent to D CONTENTS 'le X X X V th Madras Music Conference, 1961 : Official Report Alapa and Rasa-Bhava id wan C. -
“19Th Century: Society; Education and Literature” Mukesh Saha Assistant Teacher Jalpaiguri Hindi High School [email protected] Abstract
International Journal of Research p-ISSN: 2348-6848 e-ISSN: 2348-795X Available at https://edupediapublications.org/journals Volume 04 Issue 09 August 2017 “19th Century: Society; Education and Literature” Mukesh Saha Assistant Teacher Jalpaiguri Hindi High School [email protected] Abstract The abstraction of 19th century India century of stagnation. Indian society, as (years 1801- 1900) provides a glimpse of accomplished remained alone from the India in its beforehand centuries, while political developments. The innumerable abounding records of the century are village communities led their independent accessible due to the western influences. activities as before. Amusing acerbity and aberrant amusing practices became The earlier years were anarchic with apparent affection of the nineteenth abundant kingdoms rising and falling century India. In the nineteenth century, successively. A lot of important contest account and fatalism had been connected that occurred are the enactment of British to extremes. Islam, too, had become an in India, the First Indian War of antipathetic adoration in the heyday of Independence, the end of Mughal empire, Islamic glory, the Sufi preachers preached and aboriginal signs of Indian renaissance tolerance, but the Muslims affected that led to India's abandon and desperate religious bigotry as an allotment of their amusing reforms. State Policy. With religions adhering added accent to alien anatomy than to 19th century India was lagging behind close reality, religious superstitions, began other countries with the prevalence of to affect all aspects of amusing life. caste system in the country. Untouchability Infanticide, adolescent marriage, and Sati were still in practice, and the polygamy, the afire of widows(sati) and literacy rate was actually low. -
The Chowkhamba Sanskrit Series Office, Varanasi-1 •Prirtkr : Vidya Vilas Press, Varanasi-1 Edition : Second, 1968
WublhhS : The Chowkhamba Sanskrit Series Office, Varanasi-1 •Prirtkr : Vidya Vilas Press, Varanasi-1 Edition : Second, 1968. Price : Rs. 45-00 This is a Second Edition of the work, revised, enlarged, and re-elaborated by the Author, the First Edition having appeared in the SOR, No. XI, published by 1SMEO ( Jstituto Italiano per il Medio ed Estremo Oriente ), Rome 1956. (C) The Chowkhamba Sanskrit Series Office PUBLISHERS AND ORIENTAL & FOREIGN BOOK-SELLERS K. 37/99, Gopal Mandir Lane P. O. CHOWKHAMBA, P. BOX 8, VARANASI-1 ( India ) 1968 PUBLISHERS' NOTE ATBËJNAVAGUPTA seems to have given the final shape to the philo- *.*.* -><- £Uty -m india. His name is familiar to all students of Sanskrit ^tî^lanîd.Indian Aesthetics. His fame is still alive and his poetical PmpMlbsöphical theories hold ground even today. It is no wonder |Aë;%esthetic thought of Abhinavagupta, one of the most profound äffest minds that India has ever known, captured the imagination j&aniero Gnoli who, besides being an erudite scholar, well- pÄö'käitor and able translator of various Sanskrit Texts, is a Saludaya l(tiu&, sense of the term. His thorough understanding and scholarly of the Rasa-theory of Abhinavagupta in particular theories of other thinkers in general, are simply wonderful, work, AESTHETIC EXPERIENCE ACCORDING , he has edited and translated the Com- y Abhinavagupta on the famous smra of Bharata, Vibhavânu- ( Nalya sastra ) which constitutes text in the whole of Indian aesthetic thought, and the light of the views of prominent rhetors and philo- ancient and modern. The theory of Abhinavagupta has eô:presented here in a garb which can very easily appeal to of this work was issued some ten years back by the in the SERIE ORIENTALE ROMA ( No. -
Sikh Religion and Hinduism
Sikh Religion and Hinduism G.S.Sidhu M.A.FIL(London) Published by:- Guru Nanak Charitable Trust 1 Contents Opinions ................................................................................................ 8 Acknowledgments ............................................................................... 15 Foreword ............................................................................................. 17 Introduction ......................................................................................... 20 Chapter 1 ............................................................................................. 25 Vedant ................................................................................................. 25 1.1 What is Vedant? ................................................................... 25 1.2 Historical developments ............................................................. 27 1.3 Sikh point of View ..................................................................... 31 Chapter 2 ............................................................................................. 36 The Vedas and Sikhism ........................................................................ 36 2.1 The Vedas .................................................................................. 36 2.2 The importance of the Vedas ...................................................... 38 2.3 The Rig Veda ............................................................................. 39 2.4 Contents of the Rig Veda ...........................................................