Drama, the Body, and Primitive Accumulation in Early Modern

Total Page:16

File Type:pdf, Size:1020Kb

Drama, the Body, and Primitive Accumulation in Early Modern RUDE MECHANICALS: STAGING LABOR IN THE EARLY MODERN ENGLISH THEATER by Matthew Kendrick BA, English, University of New Hampshire, 2005 MA, English, University of Rochester, 2006 Submitted to the Graduate Faculty of the University of Pittsburgh in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2011 UNIVERSITY OF PITTSBURGH KENNETH P. DIETRICH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by Matthew Kendrick It was defended on September 29, 2011 and approved by John Twyning, Professor, Department of English, University of Pittsburgh Jennifer Waldron, Professor, Department of English, University of Pittsburgh Nicholas Coles, Professor, Department of English, University of Pittsburgh Rachel Trubowitz, Professor, Department of English, University of New Hampshire Dissertation Co-Chair: Jennifer Waldron, Professor, Department of English, University of Pittsburgh Dissertation Co-Chair: John Twyning, Professor, Department of English, University of Pittsburgh ii Copyright © by Matthew Kendrick 2011 iii Rude Mechanicals: Staging Labor in the Early Modern English Theater Matthew Kendrick, PhD University of Pittsburgh, 2011 This dissertation explores the relationship between the early modern theater and changing conceptions of labor. Current interpretations of the theater’s economic dimensions stress the correlation between acting and vagrant labor. I build on these approaches to argue that the theater’s connection to questions of labor was far more dynamic than is often thought. In particular, I argue that a full understanding of the relationship between the theater and labor requires that we take into account the theater’s guild origins. If theatricality was often associated with features of vagrant labor, especially cony-catching and rogue duplicity, the theater also drew significantly from medieval guild practices that valued labor as a social good and a creative force. I contend that the theater’s residual guild structure invests representations of labor with an ennobling and humanizing support. In a variety of plays, from Jonson’s Every Man in his Humour to Rowley’s A Shoemaker, A Gentleman, theatrical techniques like disguise and deception gesture towards vagrancy while also enabling laborers of various stripes to affirm their skillful creativity. Plays like A Midsummer Night’s Dream and The Tempest depict theatricality as an act of labor, a craftsmanlike endeavor rather than a commodity or mere function of commercial forces. In doing so, the plays carve out a space of artistic autonomy for the theater while affirming the creative power of labor. iv TABLE OF CONTENTS PREFACE………………………………………………………………...................................... v 1.0: “PROFESSIONS AND OCCUPATIONS OF PLAYS”: LABOR AND THE STAGE........................................................................................................................................... 1 1.1: EARLY MODERN LABOR IN CONTEXT…………………………………….. 2 1.2: LABOR AND THE STAGE……………………………………………………... 13 2.0: THE LABOR OF DRAMA IN A MIDSUMMER NIGHT’S DREAM ……………..…. 34 2.1: “THOU ART TRANSLATED”: EXCHANGE IN THE GREEN WORLD..... 36 2.2: “HERE IS A PLAY FITTED”: THE LABOR OF DRAMA………………….. 50 3.0: “YOU MAR OUR LABOUR”: ACKNOWLEDGING WORK IN THE TEMPEST……………………………………………………………………………………… 66 3.1: LABOR AND REALPOLITIK, OR THE LIMITS OF POWER…………….. 68 3.2: ACKNOWLEDGING WORK…………………………………………………....79 4.0: THE LABORING BODY AND ARTISANAL CONSCIOUSNESS: THE SHOEMAKER’S HOLIDAY AND A SHOEMAKER, A GENTLEMAN….…………...…..... 99 4.1: ARTISANAL CONSCIOUSNESS, OR THINKING WITH THE BODY….. 100 4.2: THE LABOR OF COMMUNITY IN DEKKER’S THE SHOEMAKER’S HOLIDAY…………………………………………………………………………. 114 5.0: “THE HUMOUR OF NECESSITY”: DISPOSSESSED LABOR AND SUBJECTIVITY IN JONSON’S EVERY MAN IN HIS HUMOUR……………………… 150 5.1: THE HUMOURS AND NECESSITY…………………………………………. 151 v 5.2: “GIDDY HUMOUR AND DISEASED RIOT”: ORDER AND ECONOMIES OF LABOR…………………………………………………………………………………… 157 BIBLIOGRAPHY……………………………………………………………………………. 173 vi “A poem, as I have told you, is the work of the Poet; the end, the fruit of his labour, and study. Poesy is his skill, or Craft of making: the very Fiction itself, the reason, or form of the work.” - Ben Jonson PREFACE On Shrove Tuesday, March 4, 1617, a group of Clerkenwell apprentices rioted in response to the movement of their favorite acting company, Queen Anne’s Men, from the public Red Bull playhouse in Clerkenwell to a new, private playhouse, the Cockpit, located in the exclusive neighborhood of Drury Lane. The apprentices wreaked havoc on the Cockpit; one account written by John Chamberlain describes how these apprentices “fell to great disorders, in pulling down of houses, and beating of guards that were set to keep rule, specially at a new playhouse, some time a cockpit, in Drury Lane, where the queen’s players used to play.”1 A letter to the Privy Council highlights the anger and violence displayed by the apprentices, describing how “there were diverse persons slayne, and others hurte and wounded, the multitude there assembled being to the number of many thousands as wee are credibly informed.”2 The riot was eventually quelled, though not before the apprentices inflicted significant damage on the theater and those people who unwisely attempted to stop them. Even still, the apprentices had anger to spare, and organized another riot the following year, again on Shrove Tuesday. 1 Gerald Eades Bentley, The Jacobean and Caroline Stage, 7 vols. (Oxford: Clarendon Press, 1941-68), 1:161. 2 Ibid. vii The precise cause of this riot remains unclear. Contemporaries who chronicled the event offer no concrete explanation, relying instead on stereotypical assumptions about apprentices’ “lewde and loose” nature.3 The idea that the riot was the product of the apprentices’ hotheaded disposition is echoed in more recent accounts of the event. Andrew Gurr, for instance, claims that the apprentices’ decision “to attack the Cockpit ahead of the northern ampitheatres and the Blackfriars…. suggests that they were taking revenge for the loss of their plays.”4 Although revenge may have played a role in the riot, it is important not to overlook the larger socioeconomic dimensions of the event. To suggest that the apprentices were acting out of revenge risks representing the apprentice community in its entirety as irrational, driven by unthinking passion. Underneath the event’s violence is a more coherent narrative of the emerging class tensions that were beginning to shape London society. In a recent intervention into this discussion, Mark Bayer reminds us of the distinct class aspects of the conflict: not only could the apprentices not afford the more lavish environs of Drury Lane; their working-class understanding of the theater as carnivalesque entertainment rather than cultural capital would have clashed with the elitism of the Drury Lane crowd. In short, the move of Queen Anne’s Men from Clerkenwell to Drury Lane staged, quite literally, a tension between two distinct ways of seeing the theater. As Bayer contends, “the moral economy of the Clerkenwell apprentices conflicted with the market-driven model followed by the troupe who were motivated by profitability, the accumulation of cultural capital, and increased social respectability.”5 In addition to a violation of a working-class moral economy, the Cockpit riot also points up an aspect of the early modern theater that is often neglected. The riot indicates the 3 Ibid. 4 Andrew Gurr, Jacobean Public Theatre (London; New York: Routledge, 1992), 171. 5 Mark Bayer, “Moving UpMarket: Queen Anne’s Men at the Cockpit in Drury Lane, 1617,” Early Theatre 4 (2001): 142. viii inextricable connection between the theater and laboring identity. This connection permeates early modern theatrical debates, which were often framed around the changing conditions of labor. The theater’s critics and state powers often treated members of the theatrical community as little more than vagrant laborers, dispossessed members of the new economy. Phillip Stubbes, for instance, referring to the statutes against vagrancy, asks his readers: “And is it not true? liue [actors] not vpon begging of euery one that comes? Are they not taken by the lawes of the Realm for roagues and vacabounds?.”6 Members of the theatrical community, however, saw themselves and their profession in a far more dignified light. Nathan Field suggests a double standard at work in anti-theatrical logic, explaining that acting should be seen on an equal footing with all other trades: Why, neither Christ nor they by their letters patents incorporated either the mercer, draper, goldsmith, or a hundred trades and mysteries that at this day are lawful, and would be very sorry to hear the sentence of damnation pronounced against them, and simply because they are of such a trade; and yet there are faults in all professions, for all have sin, may be freely spoken against.7 As suggested by Field’s defense of acting, one important source of the actor’s dignity was the theater’s lingering guild tradition, which offered an alternative conception of both acting and labor that stressed the guilds’ deeply entrenched aura of respectability. As this dissertation will demonstrate in greater detail, members of the theatrical community are represented, in pamphlets and on the stage, not as vagrants or dispossessed laborers but as craftsmen in control of their theatrical and professional identities. 6 Phillip Stubbes, Anatomy of Abuses (London: 1583), 91. 7 Nathan Field,
Recommended publications
  • US, JAPANESE, and UK TELEVISUAL HIGH SCHOOLS, SPATIALITY, and the CONSTRUCTION of TEEN IDENTITY By
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by British Columbia's network of post-secondary digital repositories BLOCKING THE SCHOOL PLAY: US, JAPANESE, AND UK TELEVISUAL HIGH SCHOOLS, SPATIALITY, AND THE CONSTRUCTION OF TEEN IDENTITY by Jennifer Bomford B.A., University of Northern British Columbia, 1999 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN ENGLISH UNIVERSITY OF NORTHERN BRITISH COLUMBIA August 2016 © Jennifer Bomford, 2016 ABSTRACT School spaces differ regionally and internationally, and this difference can be seen in television programmes featuring high schools. As television must always create its spaces and places on the screen, what, then, is the significance of the varying emphases as well as the commonalities constructed in televisual high school settings in UK, US, and Japanese television shows? This master’s thesis considers how fictional televisual high schools both contest and construct national identity. In order to do this, it posits the existence of the televisual school story, a descendant of the literary school story. It then compares the formal and narrative ways in which Glee (2009-2015), Hex (2004-2005), and Ouran koukou hosutobu (2006) deploy space and place to create identity on the screen. In particular, it examines how heteronormativity and gender roles affect the abilities of characters to move through spaces, across boundaries, and gain secure places of their own. ii TABLE OF CONTENTS Abstract ii Table of Contents iii Acknowledgement v Introduction Orientation 1 Space and Place in Schools 5 Schools on TV 11 Schools on TV from Japan, 12 the U.S., and the U.K.
    [Show full text]
  • Network TEN – RADIO SCRIPT
    Network TEN – RADIO SCRIPT PROGRAMME GLEE CAST RADIO VERSIONS / DUR ALL VERSIONS. 30-45s PRODUCER ANDREW GARRICK: 0416 026 408 SUE SYLVESTER SOURCE AUDIO JANE LYNCH AUDIO TEN'S GLEE PROMO TAKE 1. [BEEP] OKAY SUE… ENG SUE WAIT A MOMENT…SNIFFS THE AIR. I CAN SMELL SYLVESTER SOMETHING IN HERE. AUDIO UMMM ENG SUE HAVE YOU HAD A GEEK HERE IN THE BOOTH? SYLVESTER AUDIO UMM, YEAH ENG SUE OKAY, LET ME STOP YOU THERE, BUTTON PUSHER. I SYLVESTER DON'T DO THIS. I DON'T GET IN CRAMPED SPACES WHERE PEOPLE WHO ARE BELOW ME HAVE BEEN. I DON'T SIT IN PHONE BOXES WITH MY GARDNER JORGE AND I DON'T DO THIS. AUDIO AHHH..OKAY. ENG SUE YOU DO IT. I WILL NOT BE A PART OF THIS…DISRESPECT. SYLVESTER AUDI HIT NEW SERIOUS GLEE. TONIGHT, ON TEN. ENGINEER SUE SERIOUSGLEE SYLVESTER Network TEN – RADIO SCRIPT FINN HUDSON SOURCE AUDIO CORY MONTEITH FEMALE TEN'S GLEE PROMO TAKE 1. [BEEP] AUDIO ENG FINN OKAY. THANKS. HI AUSTRALIA, IT'S FINN HUSON HERE, HUDSON FROM TEN'S NEW SHOW GLEE. FEMALE IT'S REALLY GREAT, AND I CAN ONLY TELL YOU THAT IT'S FINN COOL TO BE A GLEEK. I'M A GLEEK, YOU SHOULD BE TOO. HUDSON FEMALE OKAY, THAT'S PRETTY GOOD FINN. CAN YOU MAYBE DO IT AUDIO WITH YOUR SHIRT OFF? ENG FINN WHAT? HUDSON FEMALE NOTHING. AUDIO ENG FINN OKAY… HUDSON FEMALE MAYBE JUST THE LAST LINE AUDIO ENG FINN OKAY. UMM. GLEE – 730 TONIGHT, ON TEN. SERIOUSGLEE HUDSON FINN OKAY.
    [Show full text]
  • Confinement: a Memoir of Abortion
    CONFINEMENT: A MEMOIR OF ABORTION by Jessica Hadley Woolford A Thesis Submitted to the Faculty of Graduate Studies in Partiat Fulfillment of the Requirements for the Degree of Master of Arts Department of English University of Manitoba Winnipeg, Manitoba @ Copyright Jessica Hadley Woolford 2005 0-494-08994-6 Library and Bibliothèque et a*I Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l'édition 395 Wellinqton Street 395, rue Wellinoton Ottawa ON-K1A 0N4 Ottawa ON K1A-0N4 Canada Canada Your file Votre référence /SB¡úi ourfrle Notre ré\érence /SB/Vi NOTICE: AVIS: The author has granted a non- L'auteur a accordé une licence non exclus¡ve exclusive license alloWing Library permettant à la Bibliothèque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publÍsh, preserve, arch¡ve, conserve, sauvegarder! conserver, transmettre au public communicate to the public by par télécommunication ou par I'lnternet, prêter, telecommunication or on the lnternet, distribuer et vendre des thèses partout dans loan, distribute and sell theses le monde, à des fins commerciales ou autres, worldwide, for commerc¡al or non- sur support microforme, papier, électronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author reta¡ns copyright L'auteur conserve la propriété du droit d'auteur ownership and moral rights in et des droits moraux qui protège cette thèse. this thesis. Neither the thesis Ni la thèse ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent être imprimés ou autrement may be printed or otherwíse reproduits sans son autorisation.
    [Show full text]
  • Fury Vs. WVU (Right) Haley Knauf Wins Another Faceoff for the Fury
    1 **ecrwss Postal Customer **ecrwss Postal Independent- U.S. Postage U.S. 1 • Wednesday, Feb. 13, 2019 - The Independent-Register STD PRSRT Register Paid FREE! TAKE ONE Albertson Memorial Library The Brodhead welcomes new director ................ 3 Pastor’s corner .................................. 5 • Independent Register Obituaries ........................................... 6 608•897•2193 SHOPPING NEWS 922 W. EXCHANGE STREET, BRODHEAD, WI 53520 WEDNESDAY, FEB. 13, 2019 Pets of the week ..............................8 Fury vs. WVU (Right) Haley Knauf wins another faceoff for The Fury. SUSIE KNAUF PHOTO Brodhead Independent-Register Fury falls twice, earns second seed Fury earns sectional second seed The WIAA has set regional/sec- tional seedings for girls high school hockey! The Rock County Fury earns second seed and will first take on seventh seed Badger Lightning in Regional Finals on Thursday, Feb. 14, at 7 p.m. in Beloit. Future sec- tional games will be posted to WIAA girls hockey website: http://halftime. wiaawi.org/CustomApps/Tourna- ments/Brackets/HTML/2019_Hock- ey_Girls_Div1_Sec3_4.html Fury falls to Arrowhead On another snowy evening the Fury traveled to Hartland to take on the Arrowhead Warhawks on Feb. 5. The first period ended in a 0-0 tie. The second period proved to be the most active of the evening with three penalties to Fury’s one in that peri- od alone. The Warhawks pulled to a 2-0 lead halfway through the second. With less than three minutes of the period remaining, the Fury went to work on a power play. Cammi Gan- shert fired a shot from the blueline. Alyssa Knauf was there for the pass to her sister Haley who passed the puck to Anika Einbeck for the Fury goal to cut the Warhawks lead in half.
    [Show full text]
  • Egrove June 4, 2010
    University of Mississippi eGrove Daily Mississippian Journalism and New Media, School of 6-4-2010 June 4, 2010 The Daily Mississippian Follow this and additional works at: https://egrove.olemiss.edu/thedmonline Recommended Citation The Daily Mississippian, "June 4, 2010" (2010). Daily Mississippian. 293. https://egrove.olemiss.edu/thedmonline/293 This Newspaper is brought to you for free and open access by the Journalism and New Media, School of at eGrove. It has been accepted for inclusion in Daily Mississippian by an authorized administrator of eGrove. For more information, please contact [email protected]. 1 C M Y K TUESDAY , JUNE 4, 2010 | VOL . 98, NO . 70 THE DAILY this week MISSISSIPPIAN YERBY CENTER T HE ST UDEN T NEW S PAPER OF THE UNIVER S I T Y OF MI ss I ss IPPI | SERVING OLE MI ss AND OXFORD S INCE 1911 | WWW . T HED M ONLINE . CO M COMMUNIVERSITY The overall purpose of this LAFAYETTE COUNTY workshop is to instruct educators to use techniques and activities that will enhance reading aloud SCHOOL DISTRICT and strengthen student compre- hension. ENDURES BUDGET CUTS Friday, June 4, 2010 8 a.m. - 5 p.m. Cost: $25 BY BRITTANY STACK aides-- one retired, and another The Daily Mississippian that didn’t come back, that we’re With education budget cuts on not replacing.” the rise across the country, the Other positions that will not be THE GROVE Lafayette County School District filled include the assistant super- SUMMER SUNSET SERIES: has been forced to cut back in in intendent, a bus mechanic and a THE MISSISSIPPIANS a number of areas to save money.
    [Show full text]
  • Below 83 Happy Hour Hunting 2010
    01 22 10 | reportermag.com Below 83 When hypothermia sets in Happy Hour Hunting Reporter takes you out for a drink 2010: Job Outlook A challenging environment awaits graduates TABLE OF CONTENTS 01 22 10 | VOLUME 59 | ISSUE 16 NEWS PG. 06 2010 Job Outlook Finding a co-op or job this year might not be so easy. Kathy Griffin SG/Staff Council Update Paul Solt calls for the end of free laundry. RIT/ROC Forecast Comedy! Tragedy! Magic! LEISURE PG. 10 Happy Hour Hunting: The South Wedge Reporter takes you out for a drink. th Reviews Friday, Feb 5 Vampire Weekend is the only good kind of vampire. 8 pm (Doors open at 7 pm) Gordon Field House At Your Leisure Interpreted Extra big, for your pleasure. $17 - RIT Students FEATURES PG. 16 $26 - Fac/Staff/Alumni Below 83 When hypothermia sets in. $41 - General Public Winter Exhaust Car care tips for winter driving. SPORTS PG. 22 Photo Essay: Tail Gating RIT cooks up some team spirit. Tigers Shut Down Crusaders RIT Men take on Holy Cross. VIEWS PG. 27 Artifacts That is one seriously big snowman. Word on the Street How would you like to be frozen alive? Patrons enjoy food and drinks at the Distillery on Mt. Hope. | photograph by Rigo Perdomo RIT Rings Can you really mix Adderall and Xanax? Cover photograph by Aly Artusio-Glimpse All tickets on sale now at the Gordon Field House Box Office. Public tickets also available at ticketmaster.com EDITOR’S NOTE LETTERS TO THE EDITOR EDITOR IN CHIEF Andy Rees | [email protected] DANCING LESSONS FROM GOD MANAGING EDITOR Madeleine Villavicencio While doing some research for an upcoming article about Reporter’s former editors in chief, I happened “alternative” treatment that nearly eradicated ment for blinding rage at ignorance.
    [Show full text]
  • Kurt Hummel's Language Features in Glee Television
    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI KURT HUMMEL’S LANGUAGE FEATURES IN GLEE TELEVISION SERIES SEASON 1: A SOCIOLINGUISTIC ANALYSIS A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Yustina Rostyaningtyas Student Number: 131214113 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2017 i PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI “There is no substitute for hard work.” Thomas A. Edison This thesis is dedicated to: Antonius Wiryono, Yuliana Saryati, and myself iv PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ABSTRACT Rostyaningtyas, Yustina. 2017. Kurt Hummel’s Language Features in Glee Television Series Season 1: A Sociolinguistic Analysis. Yogyakarta: English Language Education Study Program, Sanata Dharma University. The use of language by individuals is influenced by many factors. Gender is one factor that influences the use of language. In this research, gender is seen to be different from sex. It is seen as a social construction rather than as a fixed category. As a result, women and men do not stick to one language style but change it based on their social context. Therefore, the researcher was interested in analyzing the women’s language used by a feminine man named Kurt Hummel in Glee Television Series Season 1. In conducting the research, a research question was formulated: What women’s language features does Kurt Hummel use in his speech in Glee Television Series Season 1? The research was qualitative research in which discourse analysis was employed to analyze the data.
    [Show full text]
  • Glee 101: Pilot 2009
    SHOOTJNG u'Vl1'T 1..UE REVIS ONS 10121/0i; WRITTEN BY: RYAN MURPH • AND BRAD FALCHU...-..--. ~ AND (AN RENNAN Al BLACKNESS. In the void, a sound ... CLAPPING. In SYNCOPATIONAl wit h FOOT STOMPI NG... a crazed crowd demanding a show. Sudden l y , a slit APPEARS in the b:ackness ... which we now realize is a black velvet cur-~ . AS-~ ~ !2:RVOOSTEENAGE BOY peers out . His POV: i.: ' s .:e=:..=:,·::..::g... a :!UGE SOLD OUT AUDITORIUM,everyone vibra-::i..~g wi=~ =~=:..pa1:0=y frenzy . TITLES OP: EPCOT CE!i'l'ER, GLll C:.C'S llA~~ OXU..S, 1993 . 1 INT. BACKSTAGEEPCO~ :-F.2,;.'i'?-E -- -:;;.x - :.:--=:::-.,ccrs 1 The NERVOUS7EN, :u:. a -:t:X, ,c=s ~;:;= ::--=:.a=or so TEENS as they stre-::ch, practice sca:es, e-::c. 0-..e-~:?.:. :..s e~en looking in a .=ti.rro~r p=a~icing a ~:;GE~~ s=:-- F~.::Z.. SuCdenly, their ~eac!'!e.r :.n,r ~ nD:.E?, 5Js t a_;:;p,ea:s. ==::.::.~e tii.~ings, claps her h=ds ::or tilei.::- atten-::-=.o::. MRS. ADLER Show circle, everybody . The teens grasp hands in a circle =o=a J!:"s. ~~-er, .h-=.ch is difficult to do because she's obese . MRS. ADLER ( CO~~ :: ) Welcome to nat i onals. The ki ds whoop and scream with de:ig~-::. - MRS . AD:.E:l CC!-_ :l Fantastic . Use "'Cha~e.x=~~e...,;~~ ~­ the stage today. 3c-::: ~a~-:: guys to remember sc~~ - ~'cg. PUSH IN ON THE YOONGNERVOGS -•-S,":...GZ 3~Y as she continues . ~ . ;o- -=?~ c::-!:-:,:: Glee c l ub isn • t abc::= c=eti-::ior:.
    [Show full text]
  • "Glee: Silly Love Songs (#2.12)" (2011) Santana Lopez: Please. I've Had Mono So Many Times It Turned Into Stereo
    "Glee: Silly Love Songs (#2.12)" (2011) Santana Lopez: Please. I've had mono so many times it turned into stereo. Santana Lopez: I've kissed Finn, and can I just say: NOT worth a buck. I would, however, pay $100 to jiggle one of his man boobs. Santana Lopez: Finn only wears that gassy infant look when he feels guilty about something. Santana Lopez: I'll just marry an NFL player. They're super reliable. Santana Lopez: I just try to be really, really honest with people when I think that they suck. Santana Lopez: That's how we do it in Lima Heights. "Glee: Sectionals (#1.13)" (2009) Mercedes Jones: I thought you and Puck were dating? Santana Lopez: Sex is not dating. Brittany: Yeah, if it was, Santana and I would be dating. Santana Lopez: Look, we may still be Cheerios, but neither of us ever gave Sue the set list. Brittany: Well... I did. But I didn't know what she was gonna do with it. Santana Lopez: Okay, look... believe what you want, but no one's forcing me to be here. And if you tell anyone this, I'll deny it - but I like being in Glee Club. It's the best part of my day, okay? I wasn't gonna go and mess it up. Rachel Berry: I believe you. Santana Lopez: Sex is not dating. Brittany: If it was, Santana and I would be dating. Santana Lopez: Sex is not dating. Brittany Pierce: If it were, Santana and I would be dating.
    [Show full text]
  • Glee, Flash Mobs, and the Creation of Heightened Realities
    Mississippi State University Scholars Junction University Libraries Publications and Scholarship University Libraries 9-20-2016 Glee, Flash Mobs, and the Creation of Heightened Realities Elizabeth Downey Mississippi State University, [email protected] Follow this and additional works at: https://scholarsjunction.msstate.edu/ul-publications Recommended Citation Downey, Elizabeth M. "Glee, Flash Mobs, and the Creation of Heightened Realities." Journal of Popular Film & Television, vol. 44, no. 3, Jul-Sep2016, pp. 128-138. EBSCOhost, doi:10.1080/ 01956051.2016.1142419. This Article is brought to you for free and open access by the University Libraries at Scholars Junction. It has been accepted for inclusion in University Libraries Publications and Scholarship by an authorized administrator of Scholars Junction. For more information, please contact [email protected]. Glee and Flash Mobs 1 Glee, Flash Mobs, and the Creation of Heightened Realities In May of 2009 the television series Glee (Fox, 2009-2015) made its debut on the Fox network, in the coveted post-American Idol (2002-present) timeslot. Glee was already facing an uphill battle due to its musical theatre genre; the few attempts at a musical television series in the medium’s history, Cop Rock (ABC, 1990) and Viva Laughlin (CBS, 2007) among them, had been overall failures. Yet Glee managed to defeat the odds, earning high ratings in its first two seasons and lasting a total of six. Critics early on attributed Glee’s success to the popularity of the Disney Channel’s television movie High School Musical (2006) and its subsequent sequels, concerts and soundtracks. That alone cannot account for the long-term sensation that Glee became, when one acknowledges that High School Musical was a stand-alone movie (sequels notwithstanding).
    [Show full text]
  • Glee’ Contributed by Benjy Maor Source: by Jay Michaelson from the Jewish Daily Forward
    CHILDREN The Four ‘Sons’ as Characters From ‘Glee’ Contributed by Benjy Maor Source: By Jay Michaelson from the Jewish Daily Forward As it happens, the four Jewish characters in McKinley High School’s glee club map quite neatly onto the four children of the Passover Seder, and the way each of them performs his or her Jewishness shines a different light on American Jewish identity, and on the themes of the Passover holiday. Rachel Berry (Lea Michele) is the “Wise Child” — to a fault. She endlessly touts her Jewishness in one way or another, from Barbra Streisand songs to protests at Christmastime. She is also an irritating control freak, just like the unctuous Wise Child, who asks annoying, detailed questions about the statutes, laws and ordinances that God has commanded. The Haggadah obviously wants us to praise this kid, but most years I just want to slap him. Just like Rachel, he’s a know-it-all and a drama queen. “Look at me!” the Wise Child brags, just as Rachel does. Look how smart and good I am! Like Rachel in her goody-two-shoes sweaters, the Wise Child is intolerable. Rachel is a quintessential Jewish stereotype — smart, Semitic-looking, Magen-David-wearing — and yet she performs her Jewishness in the same way she performs her many solos on the show: in your face, turned up to 11. The Wise Child is the same way. Noah “Puck” Puckerman (Mark Salling) is the “Wicked Child.” His is the most original of the Jewishnesses on “Glee,” contradicting every stereotype that Rachel serves to uphold.
    [Show full text]
  • Beyonce Super Bowl National Anthem Transcription
    Beyonce Super Bowl National Anthem Transcription interpretativelyPerpetual and reigningwhen curdling Willis adopt,Alley trek but taxonomicallyKirk bombastically and actinally.pinfolds her Neale horologes. smoodges Robert cod? usually crash radically or cheque God only one third of people and the one ear coming from the front of a song in austin and josh lemar gwynn and encouraging her. Deadly earthquake hit the anthem transcription makes me a deeper into the beyonce super bowl national anthem transcription advice and britney spears and good mood, kids a potent attack. There was being said there was? Iraq at super bowl national anthem in size since vietnam roiled; he married to. Four war as beyonce national stage floor. Please put the electronic video is just gain a concept to follow this song lyric theatre orchestra. The nfl to turn on sunday night of the awnings where a long, comments stemmed from our flag and inspired. Necklace after that transcription amazon publisher services library is. George stephanopoulos and anthem at super bowl halftime show on both the nation to be known and entered classical trumpeter. And that is not yield any national anthem at all rose as evident as rock stadium hears the super bowl national anthem transcription abolish slavery either. Following kaepernick still cover the national political scene. Only one is beyonce transcription generally, thanks for super bowl xxv in the nation. She did today, beyonce super bowl national anthem transcription palma is so we still on sunday night: oh say you did. The super bowl xxv while the networks of the country love to what is white gown at a better job search the.
    [Show full text]