Mimesis, Chinese Aesthetics, Post-Modern Theatre

Total Page:16

File Type:pdf, Size:1020Kb

Mimesis, Chinese Aesthetics, Post-Modern Theatre In Search of Another Eye: Mimesis, Chinese Aesthetics, Post-modern Theatre Won Jung Sohn Thesis submitted for the examination for the degree of Doctor of Philosophy, University of London DEPARTMENT OF DRAMA AND THEATRE Royal Holloway, University of London 2011 1 Declaration of Authorship I, Won Jung Sohn, hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. 2 Abstract Although a new tradition of non-mimetic theatre has secured a place in Western theatre history, I find that existing critical vocabularies fail to embrace various theatrical forms of today. Alternative frames of discussion are sought after, and I propose that a culturally distinct one will open up possibilities of perceiving contemporary performances in different ways. In this thesis I turn to the aesthetics of Chinese painting. The Western concept of mimesis in theatre is seen as being strictly related to the verbal aspects of the drama rather than the performed spectacle. Turning to paintings as a lens through which to look at theatre enables one to focus on the extra-textual aspects of performance. At the same time, looking at painting directs one to the issue of ways of seeing, which is fundamental to theatre. Looking at Chinese paintings will disclose the unique Chinese ways of seeing that affected their artistic creation and reception, as well as what different concepts of representation prevailed. In this thesis I trace the mimetic foundations of Western theatre by investigating the writings of Plato and Aristotle as well as looking at Classical Greek painting, its modern reflections and counteractions. I then propose the aesthetics of Chinese painting as an alternative lens through which to look at contemporary non-mimetic theatre. Focusing on landscape and literati paintings of the Sung era I examine how adopting this lens initiates a mode of perception that differs significantly from the Western. Finally, I explore the validity of Chinese aesthetics as a critical device with which to look at contemporary non-mimetic theatre, case-studying selected theatre performances of Tadeusz Kantor and Forced Entertainment. 3 Table of Contents Acknowledgements 6 List of Figures 8 Preface 11 1. Introduction 12 1-1. Current Frames of Discussion 13 1-2. Looking for an Alternative Frame: Chinese Aesthetics 19 1-3. Structure of the Thesis 21 2. Plato’s Concept of Mimesis: Greek Paintings and Visual Perception 26 2-1. Introduction 26 2-2. Paintings and the Classical Greek Perception of the World 30 2-2-1. Volume 36 2-2-2. Focus on “Man” 45 2-2-3. Narrative 51 2-3. Conclusion 58 3. Chinese Paintings: An Alternative Concept of Representation 60 3-1. Introduction 60 3-2. The Concept of Representation in Chinese Landscape Paintings 63 3-3. Painting and Subjectivity 76 3-4. Painting as a Temporal Art Form 88 3-5. Conclusion 99 4. Poetics and the Foundation of Mimetic Traditions in Western Theatre 102 4-1. Introduction 102 4-2. From Visual to Verbal, Idea to Reason 103 4-3. “Tragedy is a Mimesis of Action”: Selectivity in Aristotle‟s Concept of Mimesis 118 4-3-1. Polarization in the Classical Greek Mind 119 4 4-3-2. Form Matters: Polarization in Aristotle‟s Theory of Tragic Mimesis 130 4-3-3. Universals versus Truth 135 4-4. Conclusion 146 5. In Search of Alternative Frames: Bergson and Matisse 147 5-1. Introduction 147 5-2. Mimesis and the Condition of Modernity 148 5-3. Henri Bergson and the Concept of Duration 158 5-4. Challenge against Perspective: Henri Matisse 167 5-5. Conclusion 183 6. Tadeusz Kantor: Representation, Re-presentation and the Search for “Now” in Contemporary Theatre 185 6-1. Introduction: Splitting Perspective 185 6-2. Between Illusion and the Real: Conflict or Reconciliation 192 6-2-1. Limits of Dichotomy 206 6-2-2. Beyond Conflict: Wielopole, Wielopole 212 6-3. Conclusion: Invitation to a Dialogue 230 7. Looking at “Post-modern” Theatre through an Eastern Lens 232 7-1. Introduction: Against Representation or Another Representation 232 7-2. “Post”- Theatres: Simon McBurney and Robert Lepage 243 7-3. Looking at Theatre through an Eastern Lens: Forced Entertainment 257 7-3-1. Fiction or Real? Or Fiction and Real? 258 7-3-2. Word, Image, and the Aesthetics of Erasure: The World in Pictures 264 7-4. Conclusion: Shaping the Void 275 8. Conclusion: Touching the Invisible 278 Theatre as a Site of Shū-tōng (疏通) 280 Bibliography 285 Figures 306 5 Acknowledgements Working with words for me is always a painful and despairing process. Having completed the final pages of this thesis, I am faced with yet another phase of great frustration, for I cannot find the words which will properly express my gratitude towards my supervisor, Professor David Wiles. This work would never have been conceived had I not met him, and if it were not for his guidance it would have been left incomplete. His patience and trust in his overly unconfident, self-censoring student, and his kind encouragement during frequent periods of intellectual depression, finally led me to believe that my work may actually be of any value. Thank you. I would also like to thank Professor David Bradby, who supervised me briefly during the earlier stages of my research. He tried to teach m e that judging my work was not my job; I regret having taken so long to accept his advice, for it is now too late to show him this work. I am grateful to my advisors Dr. Matthew Cohen and Dr. Enzo Cozzi, whose insightful comments and suggestions made this thesis a much richer work. I am enormously indebted to Professor Patrice Pavis, who made it possible for me to study at Royal Holloway. I am in awe of his passion for theatre and endless search for new ways to talk about the art, which continue to be my major source of academic inspiration. But I am grateful, most of all, to be his friend. This research was funded by the British Chevening Scholarships. The Centre for Performance Research gave me bibliographical support on Tadeusz Kantor, and the Cricoteka Archives provided me with digital reproductions of his works. The SOAS library opened my eyes to the world of Chinese art. I am grateful to Cho O- Hyun, Senior Buddhist Priest of Baekdamsa, and Lee Sang-Guk of Manhae Maeul for 6 providing me with a space of quietude when I needed it most. A big thank you to the “bosalnim”s for feeding me. Your food did me better than the mountains of Sorak. My correspondences with Dong I-Hyang and Han Hyunju nurtured the sensitive side of me as a theatre scholar, and I look forward to very long evenings of ardent debates with them on theatre and all that. Thanks also to David Maddison for polishing my English and lending me his wife when I was in desperate need of a friend, and Seung Yeojin for never saying no to a pint. Sohn Hak-Kyu, my father, led me into the field of academia. His life is proof that scholarship is meaningful only when put into practice. My mother, Yi Yoon- Young, is nothing less than a blessing. I will never learn the source of my parents‟ almost religious faith in their daughter, but I know that without it I would never have arrived at this stage. Wonpyung, my little sister, deserves a heartfelt word of thanks for the birthday presents and, most of all, for being there. I am deeply grateful to my mother-in-law. Thank you for everything you went through. I know that few mothers- in-law would have endured what you had to endure. This thesis is dedicated to Kim Donghyun, my husband and “yeonwoo”. It was he who first showed me the beauty of theatre. One day he told me that in ten years time I‟d be shining. Ten years have passed since; it is now perhaps my turn to prove that he was right. 7 List of Figures 1. “The Rape of Persephone” 350-325 B.C. Wall painting. 3.5 x 1.01 m. Vergina, Greece. Photographic reproduction found in Osborne, Robin. Archaic and Classical Greek Art. Oxford: Oxford University Press,1998. Fig. 122. 2. “The Hunting Scene.” 4th century B.C. Reconstructed wall painting from Vergina, Greece. Reproduction in Papazois, Triandafyllos. “The Royal Tomb II at Vergina Reveals Alexander the Great.” www.tpapazois.gr (26.09.2010) 3. “Achilles at Skyros.” Fresco in the House of the Dioscuri, Pompeii, 1st century A.D. Museo Archeologico Nazionale, Naples. 4. François Vase, mid 6th century B.C. Museo Archeologico, Florence. 5. Krater depicting Hephaistos returning to Olympos, c. 550-540 B.C. Metropolitan Museum, New York. 6. “The Destruction of Troy.” Red-figure hydria, ca. 480 B.C.Museo Archeologico Nazionale, Naples. 7. “Perseus with the head of Medusa.” Terra-cotta metope from the temple at Thermos. Late 7th century B.C. National Museum, Athens. 8. Liang K‟ai. The Poet Li Po. Early 13th century. Ink on paper. 81.1 x 30.5 cm. Tokyo National Museum. 9. Anonymous, attributed to Li Ch‟eng. Tall Pines in a Level View. 11th century. Hanging scroll; ink on silk. 205 x 126.1 cm. Chōkaidō Bunko, Yokkaichi, Japan. 10. Probably Li T‟ang. A Myriad Trees on Strange Peaks. Early 12th century. Album leaf; ink and light colours on silk. 9.75 x 10.25 cm. National Palace 8 Museum, Taipei. 11. Kuo Hsi. Early Spring.
Recommended publications
  • Translating Ironic Intertextual Allusions.” In: Martínez Sierra, Juan José & Patrick Zabalbeascoa Terran (Eds.) 2017
    Recibido / Received: 30/06/2016 Aceptado / Accepted: 16/11/2016 Para enlazar con este artículo / To link to this article: http://dx.doi.org/10.6035/MonTI.2017.9.5 Para citar este artículo / To cite this article: LIEVOIS, Katrien. (2017) “Translating ironic intertextual allusions.” In: Martínez Sierra, Juan José & Patrick Zabalbeascoa Terran (eds.) 2017. The Translation of Humour / La traducción del humor. MonTI 9, pp. 1-24. TRANSLATING IRONIC INTERTEXTUAL ALLUSIONS Katrien Lievois [email protected] Université d’Anvers Translated from French by Trish Van Bolderen1 [email protected] University of Ottawa Abstract Based on a corpus consisting of Albert Camus’s La Chute, Hugo Claus’s Le chagrin des Belges, Fouad Laroui’s Une année chez les Français and their Dutch versions, this article examines the ways in which ironic intertextual allusions are translated. It begins with a presentation of the theoretical concepts underpinning the analysis and subsequently identifies, through a detailed study, the following nine strategies: standard translation; literal translation; translation using markers; non-translation; translation into a third language; glosses; omissions; substitutions using intertextuality from the target culture; and substitutions using architextuality. Resume A partir d’un corpus constitué de La Chute d’Albert Camus, du Chagrin des Belges de Hugo Claus et d’Une année chez les Français de Fouad Laroui, ainsi que leurs versions néerlandaises, cette contribution s’intéresse à la traduction de l’allusion intertextuelle ironique. Elle présente d’abord les concepts théoriques qui sous-tendent l’analyse, pour ensuite étudier plus en détail les 9 stratégies rencontrées : la traduction standard, la traduction littérale, la traduction avec marquage, la non-traduction, la traduction primera 1.
    [Show full text]
  • Short Stories
    Elements and Characteristics of Short Stories Short stories tend to be less complex than novels. Usually, a short story will focus on only one incident, has a single plot, a single setting, a limited number of characters, and covers a short period of time. In longer forms of fiction, stories tend to contain certain core elements of dramatic structure: exposition (the introduction of setting, situation and main characters); complication (the event of the story that introduces the conflict); rising action, crisis (the decisive moment for the protagonist and their commitment to a course of action); climax (the point of highest interest in terms of the conflict and the point of the story with the most action); resolution (the point of the story when the conflict is resolved); and moral. Because of their short length, short stories may or may not follow this pattern. Some do not follow patterns at all. For example, modern short stories only occasionally have an exposition. More typical, though, is an abrupt beginning, with the story starting in the middle of the action. As with longer stories, plots of short stories also have a climax, crisis, or turning-point. However, the endings of many short stories are abrupt and open and may or may not have a moral or practical lesson. Of course, as with any art form, the exact characteristics of a short story will vary by author. Length Determining what exactly separates a short story from longer fictional formats is problematic. A classic definition of a short story is that one should be able to be read it in one sitting, a point most notably made in Edgar Allan Poe's essay "The Philosophy of Composition" (1846).
    [Show full text]
  • OHS Honors English Primer Is the Result of Over a Decade of Collabo- Ration Among the English Teachers of Oviedo High
    Honors English Primer Prepared exclusively for the students of Oviedo High School 2008 Edition About Your Primer The 2008 OHS Honors English Primer is the result of over a decade of collabo- ration among the English teachers of Oviedo High. We have worked together to ensure that the materials you will find here are relevant and helpful to your studies both here at Oviedo and later in life. Materials included in this publi- cation have been created specifically for you by the teachers at this school, and the information included is designed to continually build your expertise in communication skills, literary analysis, meaningful composition, and effective research. Your teachers throughout the next four years will refer you to these pages as a resource for reference, instruction, and guidance as you continue to grow as a student of English. Our Primer has four distinct sections that each focus on a different aspect of the skills you will be acquiring: Literature, Composition, Grammar, and Re- search. Some courses may rely more on one section than another, but each course will use the Primer to build off your previous knowledge and prepare you for what lies ahead. Keep this document with you—in class at all times, throughout your career as a high school student, and as you journey into high- er education. It is our sincere hope that you find the2008 OHS Honors English Primer a helpful resource as you continue to prepare yourself for your future. Best wishes for lasting success, The English teachers of Oviedo High School The 2008 edition of The OHS Honors English Primer was set in Myriad® Pro and Warnock® Pro using Adobe® In- Design® CS3.
    [Show full text]
  • The Idea of Mimesis: Semblance, Play, and Critique in the Works of Walter Benjamin and Theodor W
    DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 8-2012 The idea of mimesis: Semblance, play, and critique in the works of Walter Benjamin and Theodor W. Adorno Joseph Weiss DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Weiss, Joseph, "The idea of mimesis: Semblance, play, and critique in the works of Walter Benjamin and Theodor W. Adorno" (2012). College of Liberal Arts & Social Sciences Theses and Dissertations. 125. https://via.library.depaul.edu/etd/125 This Dissertation is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. The Idea of Mimesis: Semblance, Play, and Critique in the Works of Walter Benjamin and Theodor W. Adorno A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy October, 2011 By Joseph Weiss Department of Philosophy College of Liberal Arts and Sciences DePaul University Chicago, Illinois 2 ABSTRACT Joseph Weiss Title: The Idea of Mimesis: Semblance, Play and Critique in the Works of Walter Benjamin and Theodor W. Adorno Critical Theory demands that its forms of critique express resistance to the socially necessary illusions of a given historical period. Yet theorists have seldom discussed just how much it is the case that, for Walter Benjamin and Theodor W.
    [Show full text]
  • 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.
    [Show full text]
  • Double-Edged Imitation
    Double-Edged Imitation Theories and Practices of Pastiche in Literature Sanna Nyqvist University of Helsinki 2010 © Sanna Nyqvist 2010 ISBN 978-952-92-6970-9 Nord Print Oy Helsinki 2010 Acknowledgements Among the great pleasures of bringing a project like this to com- pletion is the opportunity to declare my gratitude to the many people who have made it possible and, moreover, enjoyable and instructive. My supervisor, Professor H.K. Riikonen has accorded me generous academic freedom, as well as unfailing support when- ever I have needed it. His belief in the merits of this book has been a source of inspiration and motivation. Professor Steven Connor and Professor Suzanne Keen were as thorough and care- ful pre-examiners as I could wish for and I am very grateful for their suggestions and advice. I have been privileged to conduct my work for four years in the Finnish Graduate School of Literary Studies under the direc- torship of Professor Bo Pettersson. He and the Graduate School’s Post-Doctoral Researcher Harri Veivo not only offered insightful and careful comments on my papers, but equally importantly cre- ated a friendly and encouraging atmosphere in the Graduate School seminars. I thank my fellow post-graduate students – Dr. Juuso Aarnio, Dr. Ulrika Gustafsson, Dr. Mari Hatavara, Dr. Saija Isomaa, Mikko Kallionsivu, Toni Lahtinen, Hanna Meretoja, Dr. Outi Oja, Dr. Merja Polvinen, Dr. Riikka Rossi, Dr. Hanna Ruutu, Juho-Antti Tuhkanen and Jussi Willman – for their feed- back and collegial support. The rush to meet the seminar deadline was always amply compensated by the discussions in the seminar itself, and afterwards over a glass of wine.
    [Show full text]
  • Glossary of Literary Terms
    Glossary of Critical Terms for Prose Adapted from “LitWeb,” The Norton Introduction to Literature Study Space http://www.wwnorton.com/college/english/litweb10/glossary/C.aspx Action Any event or series of events depicted in a literary work; an event may be verbal as well as physical, so that speaking or telling a story within the story may be an event. Allusion A brief, often implicit and indirect reference within a literary text to something outside the text, whether another text (e.g. the Bible, a myth, another literary work, a painting, or a piece of music) or any imaginary or historical person, place, or thing. Ambiguity When we are involved in interpretation—figuring out what different elements in a story “mean”—we are responding to a work’s ambiguity. This means that the work is open to several simultaneous interpretations. Language, especially when manipulated artistically, can communicate more than one meaning, encouraging our interpretations. Antagonist A character or a nonhuman force that opposes, or is in conflict with, the protagonist. Anticlimax An event or series of events usually at the end of a narrative that contrast with the tension building up before. Antihero A protagonist who is in one way or another the very opposite of a traditional hero. Instead of being courageous and determined, for instance, an antihero might be timid, hypersensitive, and indecisive to the point of paralysis. Antiheroes are especially common in modern literary works. Archetype A character, ritual, symbol, or plot pattern that recurs in the myth and literature of many cultures; examples include the scapegoat or trickster (character type), the rite of passage (ritual), and the quest or descent into the underworld (plot pattern).
    [Show full text]
  • Allusion As a Cinematic Device
    I’VE SEEN THIS ALL BEFORE: ALLUSION AS A CINEMATIC DEVICE by BRYCE EMANUEL THOMPSON A THESIS Presented to the Department of Cinema Studies and the Robert D. Clark Honors College in partial fulfillment of the requirements for the degree of Bachelor of Arts June 2019 An Abstract of the Thesis of Bryce Thompson for the degree of Bachelor of Arts in the Department of Cinema Studies to be taken June 2019 Title: I’ve Seen this All Before: Allusion as a Cinematic Device Approved: _______________________________________ Daniel Gómez Steinhart Scholarship concerning allusion as a cinematic device is practically non- existent, however, the prevalence of the device within the medium is quite abundant. In light of this, this study seeks to understand allusion on its own terms, exploring its adaptation to cinema. Through a survey of the effective qualities of allusion, a taxonomy of allusionary types, film theory, and allusion’s application in independent cinema, it is apparent that allusion excels within the cinematic form and demonstrates the great versatility and maximalist nature of the discipline. With the groundwork laid out by this study, hopefully further scholarship will develop on the topic of allusion in order to properly understand such a pervasive and complex tool. ii Acknowledgements I would like to thank my thesis committee of Professor Daniel Steinhart, Professor Casey Shoop, and Professor Allison McGuffie for their continued support, mentorship, and patience. I would also like to thank Professor Louise Bishop who has been immensely helpful in my time at university and in my research. I have only the most overwhelming gratitude towards these gracious teachers who were willing to guide me through this strenuous but rewarding process, as I explore the maddening and inexact world of allusion.
    [Show full text]
  • F This Unit Is on Dramatic St
    Introduction 2.4 Let Us Sum Up 3.5 Exercise 3.6 Suggt:stcd Ileadings 7 Glossary of Literary Ter~rls ~fthis unit is on dramatic structure which includes plot, character and appeal and "lies near to the deeper consciousnes~c?f the nation in which it takes its rise" (Nicoll). It is capable of addressing widely and 3i vcrsely to people of different epochs anc cultures. Before we move to the terrns related to st~~~itul.elet us be clear as to what structure is and what texture is: This we shall take up here. A literary text reminds us of a building. The foundation, pillars, beams, walls. roof, etc. are the structure of a building 4ut the finish with paints, colour-combination, accessories, wood - work, flooring, etc. is the texture of the building. In any literary work the structure comprises the story? the characters, action and the dialogues whereas the texture is highlighted through images, symbols, metaphors, settings, audio-visual aids, etc. Thus the dramatist presents life on the stage, S/he deals with a much larger question of human experience and concern. One must grasp this wider meaning of the play. This is implicit in the action and characterization, the dramatic theme and the dialogues which reveal the soul of the play. 19 Plot If we tell a story through a play we are constructing a simple account of what happens. Plot is a more inclusive term: it is a fully developed version of the story. It takes account of the nature of the characters, the way in which events are related to each other and their dramatic effect.
    [Show full text]
  • Intertextuality and Narrative Context: Digital Narratology? Damien Nelis, Christopher Forstall, Lavinia Galli Milić
    Intertextuality and narrative context: digital narratology? Damien Nelis, Christopher Forstall, Lavinia Galli Milić To cite this version: Damien Nelis, Christopher Forstall, Lavinia Galli Milić. Intertextuality and narrative context: digital narratology?. 2017. hal-01480773 HAL Id: hal-01480773 https://hal.inria.fr/hal-01480773 Preprint submitted on 1 Mar 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Intertextuality and narrative context: digital narratology? Damien Nelis1*, Christopher W. Forstall2, Lavinia Galli Milić1* 1University of Geneva, Switzerland 2 Universityof Notre Dame, USA *Corresponding author: [email protected] Abstract Within the context of an interdisciplinary research project studying allusion in first century Latin epic, we examine some of the shortcomings of current digital methods for detecting poetic allusions through text reuse. We discuss the role that textual features above and beyond word identity often play in signalling intertextual connections to human readers, in particular, narratological structures and typical scenes. We suggest that such features can be captured by performing clustering and/or classification on word frequencies in paragraph-sized chunks of text, and propose a possible pipeline for fusing similarity measurements based on these ―thematic‖ features with existing metrics produced by the intertext search tool Tesserae.
    [Show full text]
  • CHAPTER 8: the Play and Your Part ■ 137 Plays Have Distinguishing Characteristics That Make the Style Easy to Recognize
    The Play 8 and Your Part LESSON 1 ◆ The Structure of Plays 137 LESSON 2 ◆ Preparing Your Part 141 ◆ act ◆ melodrama ◆ antagonist ◆ plot ◆ business ◆ spectacle ◆ climax ◆ subtext ◆ comedy ◆ theme ◆ cues ◆ tragedy ◆ exposition 136 ■ Unit 2: Building Your Acting Skills ■ 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.
    [Show full text]
  • Understanding Second-Person Storytelling
    Evgenia Iliopoulou Because of You: Understanding Second-Person Storytelling Lettre Evgenia Iliopoulou born in 1986, lives in Zurich, Switzerland, and specializes in narratology, theory of literature and interdisciplinary approaches within Comparative Literature. She holds an undergraduate degree in Greek Philology from her hometown University of Patras, Greece, and an MA in Comparative Literature from Ludwig Maximilian University of Munich, Germany. In 2014, during her doctoral studies, Zurich University sponsored her participation in the summer session of School of Theory and Criticism at Cornell University in the US. Evgenia Iliopoulou Because of You: Understanding Second-Person Storytelling This work was accepted as a PhD thesis by the Faculty of Arts and Social Scien- ces, University of Zurich in the fall semester 2017 on the recommendation of the Doctoral Committee: Prof. Dr. Thomas Fries «main supervisor», Prof. Dr. Sandro Zanetti. Published with the support of the Swiss National Science Foundation. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Na- tionalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.d-nb.de This work is licensed under the Creative Commons Attribution-NonCommercial-No- Derivatives 4.0 (BY-NC-ND) which means that the text may be used for non-commer- cial purposes, provided credit is given to the author. For details go to http://creativecommons.org/licenses/by-nc-nd/4.0/ To create an adaptation, translation, or derivative of the original work and for commer- cial use, further permission is required and can be obtained by contacting rights@ transcript-verlag.de Creative Commons license terms for re-use do not apply to any content (such as graphs, figures, photos, excerpts, etc.) not original to the Open Access publication and further permission may be required from the rights holder.
    [Show full text]