The Cherry Orchard Transposed to Contemporary South Africa: Space and Identity in Cultural Contexts

Total Page:16

File Type:pdf, Size:1020Kb

The Cherry Orchard Transposed to Contemporary South Africa: Space and Identity in Cultural Contexts The Cherry Orchard transposed to contemporary South Africa: space and identity in cultural contexts J.A. Kruger 12362298 Dissertation submitted for the degree Master of Arts in English Language and Literature at the Potchefstroom Campus of the North-West University Supervisor: Prof. M.J. Wenzel Co-supervisor: Prof. H.M. Viljoen 2009 Abstract The transposition of Chekhov's The Cherry Orchard (originally published in Russian in 1904) to contemporary South Africa in Suzman's The Free State (2000) is based on the corresponding social changes within the two contexts. These social changes cause a binary opposition of past and present in the two texts. Within this context memory functions as a space in which the characters recall the past to the present and engenders a dialogue between past and present. Memory is illustrated in the two plays by associations with place as an important aspect of identity formation. Memory and place are fused in the plays by means of Bakhtin's concept of the chronotope which is best observed in the plays in memories of specific places such as the respective orchards, houses and rooms such as the nursery and the ballroom in. The Cherry Orchard and the garden in The Free State. Furthermore, the influence of the past is also evident in the present when ideas of social status, class, race (in the case of The Free State) and behaviour are contrasted and when various characters express their perceptions of personal relationships and ideas about marriage. The influence of the past is also evident when the characters voice their different perceptions and expectations of the past and future. In The Cherry Orchard these cultural differences are evident in the concept of heteroglossia. However, in The Free State, these dialogues are directed by a specific politically liberal view which diminishes the heteroglossia in the text. The juxtaposing of past and present is also illustrated in The Cherry Orchard by various subversive strategies such as comedy of the absurd in order to portray the behaviour of the characters as incongruous. Another subversive strategy is the contrasting of characters and ideas in order to expose pretensions and affectations in speech and actions to parody both the old establishment and the ambitions of former peasants. These conventions are best illustrated by the concept of the carnivalesque that also features as one of Bakhtin's terms to capture incongruous ideas and situations in literature. In The Free State, comedy is unfortunately much diminished and in contrast to Chekhov's ambiguity, only directed against politically conservative characters. The prevalence of these three Bakhtinian concepts in the texts shows how identity formation is to a large extent influenced and defined by occupied space. When social change affects the distribution of land, a character's concept of identity is destabilised. Although Suzman uses this similarity in the two contexts in order to transpose Chekhov's text to contemporary South Africa, she organises the various stances in the text to advocate a specific politically liberal view. Thus, Suzman's transposition leads to an interesting comparison between the Russian and South African contexts as well as between the two texts. However, her text is limited by her political interpretation of Chekhov's text. 1 Keywords: Bakhtin, M.M.; Chekhov, A.P.; Suzman, J.; The Cherry Orchard] The Free State] carnivalesque; chronotope; comedy; drama transposition; heteroglossia; identity; intertextuality; •postcolonial drama; social change; memory; space/place. u Opsomming Die transposisie van Tsjechof se toneelstuk, The Cherry Orchard (vertaal as Die Kersieboord, oorspronklik in Russies gepubliseer in 1904) na kontemporere Suid-Afrika in Suzman se toneelstuk genaamd The Free State (Die Vrystaat, 2000) is gebaseer op die ooreenstemmende sosiale verandering binne die twee kontekste. Hierdie sosiale veranderingeveroorsaak'n binere teenstelling van die verlede en hede in die twee tekste. Geheue funksioneer dan as 'n ruimte waarbinne die karakters die verlede in die hede herroep en vorm 'n dialoog tussen die verlede en hede. In die twee toneelstukke word geheue geTllustreer deur assosiasies met plek as 'n belangrike aspek van identiteitsvorming. Geheue en plek word in die toneelstukke versmelt deur Bakhtin se konsep van die chronotoop wat vergestalt word in herinneringe aan bepaalde plekke soos die onderskeie kersieboorde, huise en vertrekke soos die kinderkamer en die balsaal in The Cherry Orchard, of die tuin in The Free State. Verder blyk die invloed van die verlede op die hede duidelik uit die kontras tussen verskillende opvattings oor sosiale status, klas, ras (in die geval van The Free State), gedrag en die karakters se persepsies oor persooniike verhoudings en die huwelik. Die invloed van die verlede op die hede blyk ook duidelik uit die verskillende persepsies en verwagtinge wat die karakters teenoor die verlede en die toekoms uitspreek. In The Cherry Orchard kom hierdie kulturele verskille duidelik deur die aanwesigheid van heteroglossie na vore. Tog word hierdie dialoe in The Free State deur 'n spesifieke polities liberale standpunt inspireer wat sodoende die heteroglossie in die teks verminder. In The Cherry Orchard word die jukstaposisionering van verlede en hede ook geTllustreer deur verskeie ondermynende strategies, soos byvoorbeeld absurde komedie, wat die gedrag van die karakters as onvanpas uitbeeld. Nog 'n ondermynende strategie is die kontrastering van karakters se opvattings wat die pretensies en gekunsteldheid in hul spraak en handeling blootle en sodoende die vorige bestel, asook die aspirasies van die voormalige landvolk, parodieer. Hierdie gedrag word die beste geTllustreer deur die konsep van karnaval, wat een van Bakhtin se kenmerkende begrippe is om onvanpastheid in letterkunde uit te beeld. In The Free State, is die komedie ongelukkig heelwat verminder en, in teenstelling met Tsjechof se dubbelsinnigheid, word dit slegs gebruikteen polities konserwatiewe karakters. Dus wys die voorkoms van hierdie drie Bakhtiniaanse konsepte in die tekste hoe identiteitsvorming tot 'n groot mate deur bewoonde ruimte be'fnvloed word. Wanneer sosiale verandering die verdeling van grond be'fnvloed, raak'n karakterse begrip van sy identiteitonstabiel. Hoewel Suzman die ooreenkoms tussen die twee kontekste gebruik om Tsjechof se teks na kontemporere Suid-Afrika te transponeer, het sy die verskillende standpunte in die teks gebruik om 'n bepaalde polities liberale mening te bepleit. Dus lei Suzman se transposisie tot "n interessante vergelyking tussen die iii Russiese en Suid-Afrikaanse kontekste sowel as tussen die twee tekste. Tog word haar teks ingeperk deurdat dit 'n politieke interpretasie van Tsjechof se teks is. Sleutelwoorde: Bakhtin, M.M.; Suzman, J.; Tsjechof, A.P.; The Cherry Orchard; The Free State; chronotoop; dramatransposisie; geheue; heteroglossie; identiteit; intertekstualiteit; karnaval; komedie; postkoloniale drama; ruimte/plek; sosiale verandering; IV Acknowledgements Financial support by the NWU is hereby gratefully acknowledged. A word of thanks is due to my supervisor, Prof. Marita Wenzel, for her sympathy, guidance and approachable manner and to my co-supervisor, Prof. Hein Viljoen, for his valuable insights. A special thanks' to Prof. Attie de Lange who was of great help - especially in the preliminary phases of this study, I am also grateful to Willie Cloete, who was responsible for the language editing of this dissertation. I would also like to thank my parents, Gert and Doefie, whose prayers, financial and emotional support carried me through this study. To all my friends: I am extremely grateful for your words of encouragement. Lastly, thank you to my sister, Anneke. Being familiar with the process of postgraduate study, your advice and support proved invaluable. v Table of Contents Abstract i Opsomrning iii Acknowledgements v Table of Contents vi 1. Chapter 1: Introduction 1.1. Contextualisation 1 1.2. Social conditions in Russia and South Africa 1 1.3. The Cherry Orchard and The Free State 3 1.4. The theatre and space 8 1.5. Questions and aims 9 1.6. Thesis statement 10 1.7. Methodology 10 1.8. Conclusion 20 2. Chapter 2: Dialogic elements in Chekhov's The Cherry Orchard 2.1. Introduction 21 2.2. The conflation of past and present as represented in "space" and "place" 21 2.3. Heteroglossic discourse in The Cherry Orchard 38 2.4. The camivalesque subversion of hierarchy 54 2.5. Conclusion 68 3. Chapter 3: The transposition of dialogic elements in Suzman's The Free State 3.1. Introduction 70 3.2. The chronotopic engagement between past and present in The Free State 71 3.3. Heteroglossic discourse in The Free State 81 3.4. The camivalesque in The Free State: an inversion of hierarchy 102 3.5. Conclusion 116 4. Chapter 4: Assessment of the adaptation 4.1. Introduction 118 4.2. Similarities and divergences 119 4.3. Change 121 4.4. Conclusion 127 5. Chapter 5: Conclusion 129 6. References 132 vi Chapter 1: Introduction 1.1. Contextualisation This study aims to compare two disparate, yet in certain respects, two similar texts or plays.1 The Cherry Orchard,2 a Russian play written by Anton Chekhov in 1904, anticipates the imminent changes which will occur in Russia with the uprising of the proletariat in 1917, an event that would forever dispense with the old way of life and the traditional distinctions made between the serfs and nobility. In The Free State (2000) Janet Suzman creates a "response" play by creating the same structural composition
Recommended publications
  • The Cherry Orchard? 13) Touring a Show 14) Activities 15) Glossary 16) Useful Resources 17) Evaluation Form
    Blackeyed Theatre and South Hill Park Arts Centre Present Education Pack CONTENTS 1) Welcome 2) The Company – All About Blackeyed Theatre 3) The Team – Who is making the play? 4) The Cast 5) The Play – Synopsis 6) The Author- Anton Chekov 7) The Original Play 8) A statement by the Director 9) Character Breakdown 10) Themes and Context 11) The Practitioner – Constantin Stanislavski and the Moscow Art theatre 12) The Question – How do you do The Cherry Orchard? 13) Touring a show 14) Activities 15) Glossary 16) Useful Resources 17) Evaluation form WELCOME… To The Cherry Orchard Education Pack. Here at South Hill Park we’re very excited about working once again with Blackeyed Theatre, particularly on this exciting and ambitious re-imagining of one of the classic plays of the twentieth century. The following pages have been designed to support study leading up to and after your visit to see the production. The Cherry Orchard will give you a lot to talk about, so this pack aims to supply thoughts and facts that can serve as discussion starters, handouts and practical activity ideas. It provides an insight into the theatrical process of creating and touring a show and is intended to give you and your students an understanding of the creative considerations the team has undertaken throughout the rehearsal process. If you have any comments or questions regarding this pack please email me at [email protected] . I hope you will enjoy the unique experience that this show offers enormously . See you there! Jo Wright, Education and Outreach Officer, South Hill Park Arts Centre THE COMPANY Blackeyed Theatre Blackeyed Theatre Company was established in 2004 to create exciting opportunities for artists and audiences alike.
    [Show full text]
  • Department of Russian and Slavonic Studies 2016-17 Module Name Chekhov Module Id (To Be Confirmed) RUS4?? Course Year JS
    Department of Russian and Slavonic Studies 2016-17 Module Name Chekhov Module Id (to be confirmed) RUS4?? Course Year JS TSM,SH SS TSM, SH Optional/Mandatory Optional Semester(s) MT Contact hour per week 2 contact hours/week; total 22 hours Private study (hours per week) 100 hours Lecturer(s) Justin Doherty ECTs 10 ECTs Aims This module surveys Chekhov’s writing in both short-story and dramatic forms. While some texts from Chekhov’s early period will be included, the focus will be on works from the later 1880s, 1890s and early 1900s. Attention will be given to the social and historical circumstances which form the background to Chekhov’s writings, as well as to major influences on Chekhov’s writing, notably Tolstoy. In examining Chekhov’s major plays, we will also look closely at Chekhov’s involvement with the Moscow Arts Theatre and theatre director and actor Konstantin Stanislavsky. Set texts will include: 1. Short stories ‘Rural’ narratives: ‘Steppe’, ‘Peasants’, ‘In the Ravine’ Psychological stories: ‘Ward No 6’, ‘The Black Monk’, ‘The Bishop’, ‘A Boring Story’ Stories of gentry life: ‘House with a Mezzanine’, ‘The Duel’, ‘Ariadna’ Provincial stories: ‘My Life’, ‘Ionych’, ‘Anna on the Neck’, ‘The Man in a Case’ Late ‘optimistic’ stories: ‘The Lady with the Dog’, ‘The Bride’ 2. Plays The Seagull Uncle Vanya Three Sisters The Cherry Orchard Note on editions: for the stories, I recommend the Everyman edition, The Chekhov Omnibus: Selected Stories, tr. Constance Garnett, revised by Donald Rayfield, London: J. M. Dent, 1994. There are numerous other translations e.g.
    [Show full text]
  • TRAINING the YOUNG ACTOR: a PHYSICAL APPROACH a Thesis
    TRAINING THE YOUNG ACTOR: A PHYSICAL APPROACH A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of Arts Anthony Lewis Johnson December, 2009 TRAINING THE YOUNG ACTOR: A PHYSICAL APPROACH Anthony Lewis Johnson Thesis Approved: Accepted: __________________________ __________________________ Advisor Dean of the College Mr. James Slowiak Dr. Dudley Turner __________________________ __________________________ Faculty Reader Dean of the Graduate School Mr. Durand Pope Dr. George R. Newkome __________________________ __________________________ School Director Date Mr. Neil Sapienza ii TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION TO TRAINING THE YOUNG ACTOR: A PHYSICAL APPROACH...............................................................................1 II. AMERICAN INTERPRETATIONS OF STANISLAVSKI’S EARLY WORK .......5 Lee Strasberg .............................................................................................7 Stella Adler..................................................................................................8 Robert Lewis...............................................................................................9 Sanford Meisner .......................................................................................10 Uta Hagen.................................................................................................11 III. STANISLAVSKI’S LATER WORK .................................................................13 Tension
    [Show full text]
  • A Culture of Recording: Christopher Raeburn and the Decca Record Company
    A Culture of Recording: Christopher Raeburn and the Decca Record Company Sally Elizabeth Drew A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy The University of Sheffield Faculty of Arts and Humanities Department of Music This work was supported by the Arts & Humanities Research Council September 2018 1 2 Abstract This thesis examines the working culture of the Decca Record Company, and how group interaction and individual agency have made an impact on the production of music recordings. Founded in London in 1929, Decca built a global reputation as a pioneer of sound recording with access to the world’s leading musicians. With its roots in manufacturing and experimental wartime engineering, the company developed a peerless classical music catalogue that showcased technological innovation alongside artistic accomplishment. This investigation focuses specifically on the contribution of the recording producer at Decca in creating this legacy, as can be illustrated by the career of Christopher Raeburn, the company’s most prolific producer and specialist in opera and vocal repertoire. It is the first study to examine Raeburn’s archive, and is supported with unpublished memoirs, private papers and recorded interviews with colleagues, collaborators and artists. Using these sources, the thesis considers the history and functions of the staff producer within Decca’s wider operational structure in parallel with the personal aspirations of the individual in exerting control, choice and authority on the process and product of recording. Having been recruited to Decca by John Culshaw in 1957, Raeburn’s fifty-year career spanned seminal moments of the company’s artistic and commercial lifecycle: from assisting in exploiting the dramatic potential of stereo technology in Culshaw’s Ring during the 1960s to his serving as audio producer for the 1990 The Three Tenors Concert international phenomenon.
    [Show full text]
  • Challenging Performance: Classical Music Performance Norms and How to Escape Them
    King’s Research Portal Link to publication record in King's Research Portal Citation for published version (APA): Leech-Wilkinson, D. (2020). Challenging Performance: Classical Music Performance Norms and How to Escape Them. https://challengingperformance.com/the-book/ Citing this paper Please note that where the full-text provided on King's Research Portal is the Author Accepted Manuscript or Post-Print version this may differ from the final Published version. If citing, it is advised that you check and use the publisher's definitive version for pagination, volume/issue, and date of publication details. And where the final published version is provided on the Research Portal, if citing you are again advised to check the publisher's website for any subsequent corrections. General rights Copyright and moral rights for the publications made accessible in the Research Portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognize and abide by the legal requirements associated with these rights. •Users may download and print one copy of any publication from the Research Portal for the purpose of private study or research. •You may not further distribute the material or use it for any profit-making activity or commercial gain •You may freely distribute the URL identifying the publication in the Research Portal Take down policy If you believe that this document breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 23. Sep. 2021 Perf Challenging Mus Performance: e and H to E ape Classical ic ormanc Norms D owLe sc Them by aniel ech-Wilkinson version 2.04 (30.iv.21) 2 Preface This is an eBook, a PDF (the version you're reading now), a website, and a set of podcasts.
    [Show full text]
  • FULL LIST of WINNERS the 8Th International Children's Art Contest
    FULL LIST of WINNERS The 8th International Children's Art Contest "Anton Chekhov and Heroes of his Works" GRAND PRIZE Margarita Vitinchuk, aged 15 Novocherkassk, Rostov Oblast, Russia for “The Lucky One” Age Group: 14-17 years olds 1st place awards: Anna Lavrinenko, aged 14 Novocherkassk, Rostov Oblast, Russia for “Ward No. 6” Xenia Grishina, aged 16 Gatchina, Leningrad Oblast, Russia for “Chameleon” Hei Yiu Lo, aged 17 Hongkong for “The Wedding” Anastasia Valchuk, aged 14 Prokhladniy, Kabardino-Balkar Republic, Russia for “Ward Number 6” Yekaterina Kharagezova, aged 15 Novocherkassk, Rostov Oblast, Russia for “Portrait of Anton Chekhov” Yulia Kovalevskaya, aged 14 Prokhladniy, Kabardino-Balkar Republic, Russia for “Oversalted” Valeria Medvedeva, aged 15 Serov, Sverdlovsk Oblast, Russia for “Melancholy” Maria Pelikhova, aged 15 Penza, Russia for “Ward Number 6” 1 2nd place awards: Anna Pratsyuk, aged 15 Omsk, Russia for “Fat and Thin” Maria Markevich, aged 14 Gomel, Byelorussia for “An Important Conversation” Yekaterina Kovaleva, aged 15 Omsk, Russia for “The Man in the Case” Anastasia Dolgova, aged 15 Prokhladniy, Kabardino-Balkar Republic, Russia for “Happiness” Tatiana Stepanova, aged 16 Novocherkassk, Rostov Oblast, Russia for “Kids” Katya Goncharova, aged 14 Gatchina, Leningrad Oblast, Russia for “Chekhov Reading Out His Stories” Yiu Yan Poon, aged 16 Hongkong for “Woman’s World” 3rd place awards: Alexander Ovsienko, aged 14 Taganrog, Russia for “A Hunting Accident” Yelena Kapina, aged 14 Penza, Russia for “About Love” Yelizaveta Serbina, aged 14 Prokhladniy, Kabardino-Balkar Republic, Russia for “Chameleon” Yekaterina Dolgopolova, aged 16 Sovetsk, Kaliningrad Oblast, Russia for “The Black Monk” Yelena Tyutneva, aged 15 Sayansk, Irkutsk Oblast, Russia for “Fedyushka and Kashtanka” Daria Novikova, aged 14 Smolensk, Russia for “The Man in a Case” 2 Masha Chizhova, aged 15 Gatchina, Russia for “Ward No.
    [Show full text]
  • 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.
    [Show full text]
  • The Inside Guide to Directing
    THE INSIDE GUIDE TO DIRECTING Introduction by 02 Katy Rudd What is Directing? 06 Artist profile: 08 Ashen Gupta Pre-Rehearsals 12 Artist Profile: 16 GUIDE Ebenezer Bamgboye Guide compiled by Euan Borland Rehearsal Room 20 Directing Exercises by Roberta Zuric Photography Credits Artist Profile: 24 Joanna Higson Manuel Harlan Sean Linnen EDUCATION & COMMUNITY How to be a Leader 28 Director of Education & Community Hannah Fosker Education Manager Top Tips for Directing 30 Euan Borland Young Person’s Programme Manager Naomi McKenna Lawson Further Reading, 32 Education & Community Coordinator Kate Lawrence-Lunniss Watching & Listening Education & Community Intern Annys Whyatt Abena Obeng Glossary of Terms 34 With generous thanks to Old Vic staff and associates Next Steps 36 If you would like to learn more about our education programmes please contact [email protected] CONTENTS 1 When I left university, I knew that I wanted to During this time I had the good fortune to be a director but I had no idea how, or where, meet Marianne Elliott who kindly had a cup to start. At university I wrote and directed of tea with me – she gave me some advice plays as part of my course and I was given and told me to go to the regions and learn a good introduction to making theatre. your craft. Then she wished me good luck. In our spare time we put on our own shows rehearsing after hours in whatever space we So I did. I went to Salisbury Playhouse where could commandeer; empty lecture rooms, I spent three glorious months assisting on communal spaces or failing that our bedrooms.
    [Show full text]
  • IMPOSSIBLE STAGE DIRECTIONS a Thesis Presented to the Faculty of the School of Theatre and Dance University of Houston in Part
    IMPOSSIBLE STAGE DIRECTIONS A Thesis Presented to The Faculty of the School of Theatre and Dance University of Houston In Partial Fulfillment of the requirements for the Degree Master of Arts By Chelsea M. Taylor May 2017 IMPOSSIBLE STAGE DIRECTIONS An Abstract of a Thesis Presented to The Faculty of the School of Theatre and Dance University of Houston In Partial Fulfillment of the requirements for the Degree Master of Arts By Chelsea M. Taylor May 2017 ABSTRACT Stage directions that defy singular interpretation and do not, in fact, direct staging have been underexplored by simplistic theories which describe didascalia as fundamentally instructional. This thesis aims to develop methods of defining, interpreting, and staging impossible stage directions in modern and post-modern plays. I use textual analysis in tandem with the historical context of selected plays to elucidate the purpose of the stage direction within the text. Then, I use the purpose of the stage direction within the text to discover a responsible way of presenting the playwright’s work onstage. Three case studies reconstruct an impossible stage direction from a different genre, movement, or style of theatre. The first study discusses how Anton Chekhov’s breaking string in The Cherry Orchard breaks the traditional semiotic model of interpretation by combining realism and symbolism. The second study explores affect theory, as opposed to semiotics, as a means of interpreting Antonin Artaud’s nauseating apocalypse in Spurt of Blood. Lastly, I use concepts from trauma studies to hypothetically stage Heiner Müller’s radiating breast cancer in Hamletmachine as a traumatic memory.
    [Show full text]
  • EDUCATION PACK 1 Bristol Old Vic | the Cherry Orchard | Education Pack “A Poem About Life and Death and Transition and Change” PETER BROOK, 1981
    EDUCATION PACK 1 Bristol Old Vic | The Cherry Orchard | Education Pack “A poem about life and death and transition and change” PETER BROOK, 1981 FOREWORD CONTENTS The Cherry Orchard was written over a hundred 2. Introduction years ago and the dominant issue of anxiety and 3. Chekhov, A History change are still with us in a tumultuous twenty-first century. As teachers, we are in a position where we 5. Exploring the Story can challenge ideas and stimulate discussion within 7. Dissecting the Characters our classrooms while exploring a wide range of performance opportunities. This is a play where 9. A Note from the Director seemingly very little happens on stage but events of 11. A Note from the Designer rapid economic and cultural change are happening all around. We know the old way of life is doomed 13. The Moscow Arts Theatre but are not sure whether the new dawn will 14. Under the Microscope ultimately be any better than that which is being cast aside. 15. Key Themes This is a play of many contradictions and is wide 16. How to Write a Review open to a director’s interpretation. Does the future 17. Activities look bleak or alluring? Chekhov wrote The Cherry Orchard while he was dying and knew that this would be his last play. Does this create an air of melancholy? How does this sit with the conjuring tricks and circus skills in this self-declared ‘comedy in four acts’? Is it a naturalistic or symbolic play or a combination of the two? We can decide on any one or all of these interpretations and each are as Introduction valid as any other.
    [Show full text]
  • A Genealogy of Acting
    A Genealogy of Acting Notes on history of acting and actor training in ‘Western’ theatre (ie, Europe, Great Britain, United States of America, Australia etc) 500BCE (Before the Common Era): Ancient Greece First documented theatre productions of scripted plays. • Sophocles (tragedies): Antigone (442BCE), Oedipus the King (429BCE) • Euripides (tragedies): Medea (431BCE), The Trojan Women (415BCE) • Aristophanes (comedies): Lysistrata (411BCE) The playwright directed the actors. All actors were male. Boys played women’s roles. All actors wore masks. 1590 – 1613: William Shakespeare in England Comedies, histories, tragedies and romance plays. All actors were male. Boys played women’s roles. Shakespeare was an actor, playwright and possibly directed his plays. • Comedy: A Midsummer Night’s Dream (1595) • History: King Richard III (1601) • Tragedies: Romeo and Juliet (1594), Macbeth (1611) • Romance: The Tempest (1611) 1658 – 1673: Molière in France Molière was an actor, playwright and director. Women played female roles (England allowed women on stage from 1660). After his death, his company became known as the Comédie Française. As well as producing plays, it became a training school for actors, teaching the highly stylised form of acting required to perform comedies by Molière and tragedies by Racine. 19th Century Great Britain and USA: era of the great actor-managers Henry Irving in England; Edwin Booth in America. They were famous for productions of melodramas and Shakespeare’s tragedies (Irving in Hamlet, Booth in Othello). A melodramatic style of acting reflected in early silent films. 1865 onwards: psychological realism Playwrights began exploring psychological motivations of characters as the basis for interpersonal conflict (as opposed to popular plot-driven melodramas).
    [Show full text]
  • 1 2 June 2016 an Unrivalled Season This Summer and Autumn at The
    2 June 2016 An unrivalled season this summer and autumn at the National Theatre Amadeus by Peter Shaffer with Lucian Msamati as Salieri The Red Barn, a new play by David Hare Stuff Happens, a rehearsed reading of David Hare's landmark play, staged to coincide with the publication of the Chilcot report Peter Pan, a Bristol Old Vic co-production directed by Sally Cookson with Sophie Thompson as Captain Hook/Mrs Darling and Paul Hilton as Peter Our Ladies of Perpetual Succour, a National Theatre of Scotland and Live Theatre co-production A Pacifist’s Guide to the War on Cancer, a Complicite Associates co-production with the National Theatre, in association with HOME Manchester River Stage, the National Theatre’s outdoor arts and music festival, returns to present a host of free weekend entertainment from 29 July to 29 August. The festival hosts takeover weekends from Latitude Festival, Rambert Dance Company, Bristol’s Mayfest, East London’s The Glory and the NT. Each weekend will stage the very best in live music, dance, performance, DJs and family workshops Connections 21, celebrating 21 years of the world’s largest youth arts festival. This autumn, Peter Shaffer’s classic play Amadeus makes a long-awaited return to the National after 37 years. Wolfgang Amadeus Mozart is a rowdy young prodigy who arrives in Vienna determined to make a splash. Awestruck by his genius, Court Composer Antonio Salieri has the power to promote his talent or destroy it. Seized by obsessive jealousy he begins a war with Mozart, with music and, ultimately, with God.
    [Show full text]