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The Picture of Nobody: Shakespeare's Anti-Authorship
The Picture of Nobody: Shakespeare’s anti-authorship RICHARD WILSON Contributor: Richard Wilson is the Sir Peter Hall Professor of Shakespeare Studies at Kingston University, London. His books include Will Power, Secret Shakespeare, and Shakespeare in French Theory. He is the author of numerous articles in academic journals, and is on the editorial board of the journal Shakespeare. 1. Bare life At the end, ‘his nose was as sharp as a pen’ as he ‘babbled of green fields’ (Henry V, 2,3,15). In September 1615, a few weeks before Shakespeare began to make his will and a little over six months before his death, Thomas Greene, town clerk of Stratford, wrote a memorandum of an exchange biographers treasure as the last of the precious few records of the dramatist’s spoken words: ‘W Shakespeares tellyng J Greene that I was not able to beare the enclosinge of Welcombe’.1 John Greene was the clerk’s brother, and Shakespeare, according to previous papers, was their ‘cousin’, who had lodged Thomas at New Place, his Stratford house. So the Greenes had appealed to their sharp-nosed kinsman for help in a battle that pitted the council against a consortium of speculators who were, in their own eyes, if ‘not the greatest… almost the greatest men of England’.2 The plan to enclose the fields of Welcombe north of the town was indeed promoted by the steward to the Lord Chancellor, no less. But the predicament for Shakespeare was that it was led by his friends the Combes, rich money-lenders from whom he had himself bought 107 acres adjacent to the scheme. -
Untimely Aesthetics Shakespeare, Anachronism and Presence
UNTIMELY AESTHETICS SHAKESPEARE, ANACHRONISM AND PRESENCE Submitted for the degree of Doctor of Philosophy by ÉTIENNE POULARD School of English, Communication and Philosophy Cardiff University 2013 This thesis is for Johann. ‘The writer must not conceal that his activity is one of arranging.’ – Walter Benjamin TABLE OF CONTENTS ACKNOWLEDGEMENTS……………………………………………………………………….1 ABSTRACT……………………………………………………………………………………2 NOTE…………………………………………………………………………………………3 SECTION I – ANACHRONISM AND PRESENCE IN SHAKESPEARE CRITICISM……………………………………………………………………………...4-76 • INTRODUCTION – SHAKESPEARE OR THE THEATRE OF THE IMPOSSIBLE……...5-47 ‘Something Repressed Which Recurs’: The Motif of Caesar’s Rome in Shakespeare’s Late Elizabethan Dramas……………………………………………5 A Brief Overview of ‘Shakespeare’s Anachronisms’ in the Criticism……………...7 Historicism’s Shakespeare: Anachronisms as Fragmentary Reflections of an Authentic Historical Scene………………………………………………………….8 1599, A Year in the Life of William Shakespeare: A Key Instance of Historicist Criticism……………………………………………………………………………10 ‘I Should Be the One to Know’: Historicising New Historicism…………………..12 ‘Young Scamels from the Rock’: The Waning of New Historicism………………13 New Historicism and Poststructuralism……………………………………………15 Renaissance Self-Fashioning, or How New Historicism is Based on a Misreading of Foucault’s Power/Resistance Dialectic…………………………….17 ‘We Are Always Free’: Foucault’s Account of Resistance………………………..19 Greenblatt’s ‘Disingenuous’ Relation with French Theory— The Instance of Derrida…………………………………………………………….21 -
An Introductory Survey on the Development of Australian Art Song with a Catalog and Bibliography of Selected Works from the 19Th Through 21St Centuries
AN INTRODUCTORY SURVEY ON THE DEVELOPMENT OF AUSTRALIAN ART SONG WITH A CATALOG AND BIBLIOGRAPHY OF SELECTED WORKS FROM THE 19TH THROUGH 21ST CENTURIES BY JOHN C. HOWELL Submitted to the faculty of the Jacobs School of Music in partial fulfillment of the requirements for the degree, Doctor of Music Indiana University May, 2014 Accepted by the faculty of the Jacobs School of Music, Indiana University, in partial fulfillment of the requirements for the degree Doctor of Music. __________________________________________ Mary Ann Hart, Research Director and Chairperson ________________________________________ Gary Arvin ________________________________________ Costanza Cuccaro ________________________________________ Brent Gault ii ACKNOWLEDGMENTS I am indebted to so many wonderful individuals for their encouragement and direction throughout the course of this project. The support and generosity I have received along the way is truly overwhelming. It is with my sincerest gratitude that I extend my thanks to my friends and colleagues in Australia and America. The Australian-American Fulbright Commission in Canberra, ACT, Australia, gave me the means for which I could undertake research, and my appreciation goes to the staff, specifically Lyndell Wilson, Program Manager 2005-2013, and Mark Darby, Executive Director 2000-2009. The staff at the Sydney Conservatorium, University of Sydney, welcomed me enthusiastically, and I am extremely grateful to Neil McEwan, Director of Choral Ensembles, and David Miller, Senior Lecturer and Chair of Piano Accompaniment Unit, for your selfless time, valuable insight, and encouragement. It was a privilege to make music together, and you showed me how to be a true Aussie. The staff at the Australian Music Centre, specifically Judith Foster and John Davis, graciously let me set up camp in their library, and I am extremely thankful for their kindness and assistance throughout the years. -
Othello Education Pack FINAL 2
Resource Pack OTHELLO By William Shakespeare A NORTHERN BROADSIDES & WEST YORKSHIRE PLAYHOUSE co-production Directed by Barrie Rutter For students (14+), teachers and actors. CONTENTS Cast List i Company Information ii Introduction iii THE PLAY Plot Practical Scene breakdown - Witness Statements 1-6 Character Character breakdown - Suicide Note 7-10 - Othello’s Breakdown 11 - Passive Or Plucky? 12-14 - Motive Hunting 15 - Actors’ Homework 15 Language - Gobbledygook 16-17 Themes Family - Impro 18 Racism - The Racist Spectrum 19 Sex and - Status Spectrum 20-22 Reputation - Three Chairs 22 THE PRODUCTION Conversations Barrie Rutter - Director 23-25 Lenny Henry - Othello 26-27 Ruari Murchison - Set Designer 28-29 Stephen Snell - Costume Designer 30-31 Conrad Nelson - Composer/Iago 32-33 Kate Waters - Fight Director 34-35 Rehearsal Diary 36-43 Resource Pack written by Maeve Larkin for Northern Broadsides © 2009 Photographs by Nobby Clark © 2009 Cast List Iago Conrad Nelson Roderigo Matt Connor Brabantio Barrie Rutter Othello Lenny Henry Michael Cassio Richard Standing The Duke/ Gratiano Fine Time Fontayne Senator/Lodovico Simon Holland Roberts Desdemona Jessica Harris Montano Andy Cryer Herald/Messenger Chris Pearse Emilia Maeve Larkin Bianca Rachel Jane Allen Creative Team Director Barrie Rutter Composer Conrad Nelson Set Designer Ruari Murchison Costume Designer Stephen Snell Lighting Designer Guy Hoare Fight Director Kate Waters Technical & Stage Management for Northern Broadsides General Manager Sue Andrews Company Stage Manager Kay Burnett Deputy Stage Manager Lorna Adamson Wardrobe (on tour) Dawn Outhwaite Lights (on tour) Antony Wilcock i NORTHERN BROADSIDES THEATRE CO. Northern Broadsides was founded in 1992 by Artistic Director Barrie Rutter. -
9781474435949 Shakespeare I
Shakespeare in the North 66713_Hansen.indd713_Hansen.indd i 118/01/218/01/21 22:46:46 PPMM 66713_Hansen.indd713_Hansen.indd iiii 118/01/218/01/21 22:46:46 PPMM Shakespeare in the North Place, Politics and Performance in England and Scotland Edited by Adam Hansen 66713_Hansen.indd713_Hansen.indd iiiiii 118/01/218/01/21 22:46:46 PPMM Edinburgh University Press is one of the leading university presses in the UK. We publish academic books and journals in our selected subject areas across the humanities and social sciences, combining cutting-edge scholarship with high editorial and production values to produce academic works of lasting importance. For more information visit our website: edinburghuniversitypress.com © editorial matter and organisation Adam Hansen, 2021 © the chapters their several authors, 2021 Edinburgh University Press Ltd The Tun – Holyrood Road, 12(2f) Jackson’s Entry, Edinburgh EH8 8PJ Typeset in 11/13 Bembo by IDSUK (DataConnection) Ltd, and printed and bound in Great Britain. A CIP record for this book is available from the British Library ISBN 978 1 4744 3592 5 (hardback) ISBN 978 1 4744 3594 9 (webready PDF) ISBN 978 1 4744 3595 6 (epub) The right of Adam Hansen to be identifi ed as the editor of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988, and the Copyright and Related Rights Regulations 2003 (SI No. 2498). 66713_Hansen.indd713_Hansen.indd iivv 118/01/218/01/21 22:46:46 PPMM Contents Acknowledgements vii Notes on Contributors viii Introduction 1 Adam Hansen I: Shakespeare and the Early Modern North 1. -
Twentieth-Century Historical, Philosophical and Psychological Perspectives
The Cambridge History of Literary Criticism VOLUME 9 Twentieth-Century Historical, Philosophical and Psychological Perspectives Cambridge Histories Online © Cambridge University Press, 2008 The Cambridge History of Literary Criticism general editors Professor H. B. Nisbet University of Cambridge Professor Claude Rawson Yale University The Cambridge History of Literary Criticism will provide a com- prehensive historical account of Western literary criticism from class- ical antiquity to the present day, dealing with both literary theory and critical practice. The History is intended as an authoritative work of reference and exposition, but more than a mere chronicle of facts. While remaining broadly non-partisan it will, where ap- propriate, address controversial issues of current critical debate without evasion or false pretences of neutrality. Each volume is a self-contained unit designed to be used independently as well as in conjunction with the others in the series. Substantial bibliographical material in each volume will provide the foundation for further study of the subjects in question. volumes published Volume 1: Classical Criticism, edited by George A. Kennedy Volume 2: The Middle Ages, edited by Alastair Minnis and Ian Johnson Volume 3: The Renaissance, edited by Glyn Norton Volume 4: The Eighteenth Century, edited by H. B. Nisbet and Claude Rawson Volume 5: Romanticism, edited by Marshall Brown Volume 7: Modernism and the New Criticism, edited by A. Walton Litz, Louis Menand, and Lawrence Rainey Volume 8: From Formalism to -
Australian Chamber Music with Piano
Australian Chamber Music with Piano Australian Chamber Music with Piano Larry Sitsky THE AUSTRALIAN NATIONAL UNIVERSITY E PRESS E PRESS Published by ANU E Press The Australian National University Canberra ACT 0200, Australia Email: [email protected] This title is also available online at: http://epress.anu.edu.au/ National Library of Australia Cataloguing-in-Publication entry Author: Sitsky, Larry, 1934- Title: Australian chamber music with piano / Larry Sitsky. ISBN: 9781921862403 (pbk.) 9781921862410 (ebook) Notes: Includes bibliographical references. Subjects: Chamber music--Australia--History and criticism. Dewey Number: 785.700924 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior permission of the publisher. Cover design and layout by ANU E Press Cover image: ANU E Press Printed by Griffin Press This edition © 2011 ANU E Press Contents Acknowledgments . vii Preface . ix Part 1: The First Generation 1 . Composers of Their Time: Early modernists and neo-classicists . 3 2 . Composers Looking Back: Late romantics and the nineteenth-century legacy . 21 3 . Phyllis Campbell (1891–1974) . 45 Fiona Fraser Part 2: The Second Generation 4 . Post–1945 Modernism Arrives in Australia . 55 5 . Retrospective Composers . 101 6 . Pluralism . 123 7 . Sitsky’s Chamber Music . 137 Edward Neeman Part 3: The Third Generation 8 . The Next Wave of Modernism . 161 9 . Maximalism . 183 10 . Pluralism . 187 Part 4: The Fourth Generation 11 . The Fourth Generation . 225 Concluding Remarks . 251 Appendix . 255 v Acknowledgments Many thanks are due to the following. -
Education Resource Pack
Northern Broadsides Education Resource Pack 1 About this pack We hope that teachers and students will enjoy our production and use this learning resource pack. It may be used in advance of seeing the performance – to prepare and inform students about the play; and afterwards – to respond to the play and explore in more depth. Teachers may select, from the broad range of material, which is most suitable for their students. The first section of this document is a detailed companion to our production: plot synopsis, character breakdown and interviews. It reveals the ways in which our company met with the many challenges of bringing KING LEAR to the stage. The second section examines the background to the play and it’s history in performance. The third section offers suggestions for study in English and Drama. 2 CONTENTS PAGE INTRODUCTION 4 SECTION ONE The play Characters 6 Plot synopsis Our Production Meet the team 15 Old Stagers and New Kids on the Block In depth: In conversation with director, Jonathan Miller 19 In depth: Acting The Fool - Q&A with Fine Time Fontayne 22 SECTION TWO ‘A foolish, fond old man...’ King Lear in performance 24 ‘Hey ho, the wind and the rain...’ Shakespeare’s Fools 31 SECTION THREE STUDY English: Variations on a Theme 34 Adaptation Drama: Offstage Action Climate Change Credits and Links 39 3 INTRODUCTION King Lear is the story of an ancient, pre-Christian, king of Britain - an old man, who plans to divide his kingdom between his three daughters and their husbands. Having relieved himself of his worldly duties, the king will then place himself in their care for the remainder of his life. -
Student Guide to Drama Education 2016–17
STUDENT GUIDE TO DRAMA EDUCATION 2016–17 622315 ISBN 9781910622315 781910 9> SGDE1617-OL_001_Covers B01.indd 1 03/08/2016 16:33:12 SGDE2016 ONLINE.indd 2 04/08/2016 10:45:31 Student Guide to Drama Education 2016–17 Welcome to the Student Guide real-life graduates’ experiences on four very different to Drama Education. This guide courses. is designed to answer many of the questions you might have Don’t forget while going through the scary in approaching the daunting application process, though, that it’s important to task of applying to study or continue enjoying theatre as well, both practically train in drama. and as an audience member: we offer advice on both in this guide. Finally, with some extracts and We look at the logistical issues some essentials lists, we advise on how to stack your of choosing between university, drama school or shelves with really useful books to help you through alternative forms of training, and how to pay for your your applications, training, and the early stages of courses once you embark on them. The majority your career. of students wish to apply to acting courses, and therefore we have a three-page feature on the all- Break a leg! important task of choosing audition monologues and delivering them well. However, there are many other Sarah Lambie varied courses for those interested in pursuing drama Editor careers, which is why we begin with a roundup of Performance Contents Learn by watching 45 Learn by doing it yourself: Setting up a theatre company 48 Education & Administration Performance listing -
Programme Notes
P R O G R A M M E *Timothy McKenry: Sunday (Lyrics by Ee Tiang Hong) Katia Tiutiunnik: Between Two Rivers: A Trilogy I. Canto di Enheduanna II. Lament of the Flutes for Dummuzi *Krisna Setiawan: AgMaTa II Winner of Bridges Discovery Composition Award INTERVAL *Slamet Sjukur: Semut Ireng (Black Ant) Alison Bauld: Banquo’s Buried Ross Edwards: Nura I. Wild Bird Morning II. Ocean Idyll III. Earth Dance *Julian Yu: Kabalevsky Plus 2 *World premiere of works commissioned by Bridges Collective ABOUT BRIDGES COLLECTIVE Bridges Collective is an artistic platform that brings together cutting-edge composers and musicians from different cultures to collaborate on, produce and perform music which crosses traditional cultural and genre boundaries. Bridges’ mission is to foster cross-cultural exchange between Australia and countries in the Asia-Pacific region by entertaining, educating and inspiring through music. Bridges represents a new wave in modern collaborative musical work being best thought of as a musical collective with variable membership. Associate artists with the ensemble may be invited to participate in specific projects or continue a longer term residence with the ensemble, guaranteeing a continuous stream of new ideas, fresh faces and unusual instruments, sounds and techniques. This flexibility allows Bridges to showcase challenging work written for different instrumental combinations and repertoire that might otherwise not get performed. Founded by Brenna Wee and based in Melbourne, Bridges Collective is not only committed to showcasing Australian music that incorporates multicultural elements but is also focused on performing and commissioning music from overseas. Every 2-3 years, Bridges establishes partnerships with musicians and academies of music in one country in the Asia-Pacific region. -
New Directions in Contemporary Music Theatre
University of Wollongong Research Online University of Wollongong Thesis Collection 1954-2016 University of Wollongong Thesis Collections 1986 New directions in contemporary music theatre Lynette Frances Williams University of Wollongong Follow this and additional works at: https://ro.uow.edu.au/theses University of Wollongong Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorise you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: This work is copyright. Apart from any use permitted under the Copyright Act 1968, no part of this work may be reproduced by any process, nor may any other exclusive right be exercised, without the permission of the author. Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. A court may impose penalties and award damages in relation to offences and infringements relating to copyright material. Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. Unless otherwise indicated, the views expressed in this thesis are those of the author and do not necessarily represent the views of the University of Wollongong. Recommended Citation Williams, Lynette Frances, New directions in contemporary music theatre, Master of Arts (Hons.) thesis, School of Creative Arts, University of Wollongong, 1986. https://ro.uow.edu.au/theses/2260 Research Online is the open access institutional repository for the University of Wollongong. -
A MUSICIAN's PERSPECTIVE Deborah Ann Thurlow Doctor of M
ABSTRACT Title of Dissertation: SINGING THE THEATRICAL MONOLOGUE: A MUSICIAN’S PERSPECTIVE Deborah Ann Thurlow Doctor of Musical Arts, 2013 Dissertation directed by: Professor Linda Mabbs School of Music This performance dissertation focuses on vocal literature for soprano composed to the text of a monologue. The composer either excerpted the monologue text from a play or set a monologue written by a playwright for a specific actor. The purpose of the project is to examine vocal works that lend themselves to minimal staging, thereby creating a more theatrical recital presentation that differs from the usual vocal recital. The ensuing paper details three performances in Clarice Smith Performing Arts Center: 1) the operatic presentation of Dominick Argento’s opera Miss Havisham’s Fire (focusing specifically on the Epilogue), performed by the Maryland Opera Studio in the Kay Theatre, April 21-29, 2012; 2) a recital performed on September 7, 2012 in the Gildenhorn Recital Hall featuring: Banquo’s Buried by Alison Bauld, La dame de Monte-Carlo by Francis Poulenc, Lady Macbeth by Thomas Pasatieri, and Night Flight to San Francisco by Ricky Ian Gordon; 3) a recital performed in the Leah M. Smith Lecture Hall on March 30, 2013, featuring: The Italian Lesson by Lee Hoiby, Queen Margaret: She-Wolf of France by Alison Bauld, and Final Monologue from “Master Class” by Jake Heggie. Each chapter examines the literary and historical aspects of the work as well as basic compositional elements used by the composer when setting the text. Composer comparisons and performance observations conclude this project. The University of Maryland library system contains DVD and audio recordings of all performances.