The article reflects on the nature of the political in theatre, assessing the notion that theatre is the last free public space and evaluating the claims to be political of rival, problematic modes of writing—the theatre of fact or verbatim theatre and the allegorical late plays of Bond, Pinter and Churchill, turning to consider the problematic legacy of Brecht, the avatar of the political. The discussion turns to writers often excluded from the political nomenclature, developing the notion of the centrality (...) of critique and offering an argument for the Naturalist writers as propagators of true ‘thinking aloud’, thereby suggesting they provide a model for theatre as such. The piece concludes with a discussion of the author’s own contribution to the genre in the light of these analyses. (shrink)

In _The Moral of the Story,_ Peter and Renata Singer draw on some of the best works of fiction, playwriting, and poetry in order to shed light on the perennial questions of ethics. A vivid montage of literature that touches on a broad range of ethical subjects and themes Offers a unique contribution to the study of moral philosophy and literature Demonstrates how literary sources can add richness to discussions of real-life moral questions and dilemmas Brings together selections and (...) excerpts from the world’s most celebrated short stories, novels, plays, and poetry Features substantive section introductions by Peter and Renata Singer Peter Singer is a leading moral philosopher, widely credited with triggering the modern animal-rights movement. His collection of essays, _Unsanctifying Human Life,_ edited by Helga Kuhse, was published by Blackwell Publishing in 2001. (shrink)

The turbulent 1960s in America testifies to the artistic and intellectual need and move beyond the liberal cult of fantasy and inaction. Amiri Baraka (formerly LeRoi Jones) views the social and political reality in its dynamism, and not in its immutability or stasis. Black art, within a repressive society, must be perceived as an arm, a weapon and not a means of banter or fun. Werner Sollors considers him as the engagé artist par excellence. The political art that Baraka espouses (...) is drastic and functional, an art that exposes common predicaments and plights. Entailed in Baraka’s dramatic art is the diatribe against art for art’s sake, thefusion of art and activism, and the finality of human action. Baraka considers theatrical playwriting as didactic, telic, and constructive. In this light, art, playwriting, and engagement constitute one monolithic unity that could stand in the face of liberal reactionary politics and arrangements. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Changing Theories of Undergraduate Theatre Studies, 1945–1980Anne Berkeley (bio)IntroductionThe history of theatre study in American undergraduate education is a story of prodigious quantitative success. Although it took two centuries to secure the right to perform plays at American colleges, it took only eighty years for the curriculum to grow from a few isolated courses at the turn of the twentieth century to well over 14,000 in the 1970s.1 By (...) far the steepest growth occurred during the unprecedented expansion of higher education between 1945 and 1979. But academic theatre's meteoric rise after the war years conceals more problematic qualitative achievements. Throughout its ascendancy, vexing questions persisted concerning the quality, standards, and evaluation of theatre programs. In academic journals and books, theorists explored with alacrity broad opportunities for educational theatre in the university. But they also bickered constantly about objectives and practices and their role in academe, ultimately providing a decidedly ambivalent assessment of accomplishment.According to Oscar G. Brockett, the fundamental questions are, What place, if any, should theatre have in a university? and, For what are students being educated?2 This study traces answers to these questions given by scholars and educators between 1945 and 1979.3 It explores the connections between the scholarship about theatre studies and the programs that developed, what scholars and educators wanted it to become, and what it became in the context of liberal arts education. These years are important because they are the golden age of higher education, a time of unprecedented expansion. Following World War II the G.I. Bill greatly increased student enrollment, and academic and research programs surged. At this time, the [End Page 57] university's governing interests were established by the politics of the Cold War, and the desire to surpass the Soviet Union at everything motivated the expansion of higher education.4 The National Defense Education Act of 1958 and the Higher Education Facilities Act of 1963 (legislation made possible by a prosperous economy) injected vast financial resources into program development, and federal programs such as the National Endowment for the Humanities (NEH) and the National Endowment for the Arts (NEA) were established.An earlier study of theatre curriculum between, roughly, the Civil War and the Second World War provides a useful background against which to interpret the data for this later period.5 From the earlier study we learn that academic theatre suffered from religious hostility for two centuries but that by the end of the nineteenth century there were extracurricular dramatic clubs and productions. The emergence of the modern research university brought with it the expansion and diversification of knowledge, the differentiation of the colonial college's general curriculum into discrete disciplines, and the departmentalization of the curriculum. As principles and aims for liberal arts education, and the bachelor of arts degree, began to take shape, reconstruction of the curriculum included the introduction of departments of speech and literature, which included dramatic curricula.6 Academic theatre first began in classical and later modern language departments as a way of teaching literature in another language; later speech and English departments added courses in oral interpretation and playwriting.After George Pierce Baker opened the theatre department at Yale in 1925, theatre became an autonomous field of study in increasing numbers of universities. During this early period several developments took place: curriculum for theatrical studies developed out of extra-curricular theatre, theatre was identified and justified as a humanistic study, the seeds were planted for the university's eventual role in nonprofit and professional regional theatres, and the study of theatre as a legitimate academic discipline was developed. During this period, too, most theorists argued that theatre was one of the liberal arts and should be taught as part of the humanities. Late in the period there developed a small but increasingly vocal group of scholars and teachers who began to argue that theatre departments should teach technical skills of theatrical performance as well as humanistic inquiry. Thus was born the so-called craft or culture dichotomy: should educational theatre emphasize the crafts of performance or the humanism that prevailed in general (unspecialized) liberal study?The Forties and Fifties: The Curriculum Diversifies... (shrink)

Resumen Este artículo aborda dos reescrituras de William Shakespeare en la dramaturgia chilena actual, Shakespeare falsificado: reconstrucción falsificada de un manuscrito censurado de Luis Barrales y La Tempestad de Juan Radrigán. Para ello propone la reescritura como ejercicio metadramático, un gesto consciente, dramático y político, que busca dialogar y discutir con el original, inscribiendo la nueva perspectiva autorial en el continuum de la tradición cultural. Dentro de este enfoque, el trabajo expone, en primer lugar, las características de la dramaturgia renacentista (...) inglesa como una praxis híbrida, colaborativa, refundidora y política. Luego, caracteriza ambas reescrituras como prácticas que muestran la vigencia y continuación de un canon cultural, literario y dramático, por medio de las distintas modulaciones que se imprimen desde estas nuevas voces. Asimismo, las perspectivas de Barrales y Radrigán se exhiben como gestos políticos expresados hacia sus contextos.The following article approaches two rewritings of William Shakespeare’s work within current Chilean playwriting:Shakespeare falsificado: reconstrucción falsificada de un manuscrito censurado, by Luis Barrales andLa Tempestad, by Juan Radrigán. It proposes rewriting as a metadramatic exercise, a conscious gesture -both political and dramatic- that seeks to establish dialogue and discussion with its original, inscribing a new authorial perspective within the cultural tradition continuum. With this approach, this work exposes, first, characteristics from English renaissance dramaturgy as a hybrid praxis, collaborative, refounding and political. Then, it characterises both rewritings as practice that showcase the currency and continuation of a cultural, literary and dramatic canon through different articulations that print themselves in our voices. Likewise, Barrales and Radrigan’s perspectives display themselves as political gestures expressed towards their contexts. (shrink)

This book, based on a critical/collective/auto/ethnographic research project, describes an assemblage of theoretically informed, arts-based methods that aim to promote multiplicity and thinking. It explores multiplicities of knowing, sensing, doing and being, generated by analyzing knowing frames, poetry, reading aloud, fableing, playwriting and other inventive, playful and scholarly ways of working with experiences and stories. By offering engaging and inspiring strategies that can disturb standardizations and interrupt cultural normativities, the book sheds light on the conditions that might be present (...) in cultural contexts that enable diversity and creativity. The research project on which this book is based originated from a contradictory set of conditions characterized on the one hand by a marked interest in creative research methods and novel knowledge practices and, on the other hand, by a widespread concern that we live in increasingly standardized times, featuring systems that specify objectives ahead of time, demand compliance and narrow the possibilities for human action. The book takes readers on an arts-based journey designed to enhance the opportunities for imaginative and ethical professional practice in education, human services and the arts. (shrink)

Abstract:What do Shakespeare and Michelangelo have in common? William Shakespeare and Thomas Middleton's Timon of Athens is labelled as unfinished, akin to Michelangelo's Prisoners sculptures whose fragmentary shapes inspired non-finito aesthetics. As the only Shakespearean play to mention sculpture, I argue that Timon of Athens invites a nonfinito interpretation that captures the infinite performativity of dramatic characters who, like Michelangelo's Prisoners, cannot escape their form. Accepting Timon—as is—reveals the process of collaborative playwriting and offers a creative license for interpretation (...) to performers and readers alike. (shrink)

Shakespeare was easily the most inventive writer using the English language. His plays give us intricacies of vocabulary and usage that have enriched us immeasurably. This book provides a series of analytical essays on the marginalia relating to the plays. Each of them is a searching and authoritative account, packed with details, of some of the more peculiar conditions under which Shakespeare and his peers composed their playbooks. Among the essays are two completely new contributions. Altogether they reveal fresh details (...) about the input of the playing companies, playhouses, individual players and even their controller, the Revels Office, to the complex fragments that we now have of the Shakespearean world. Gurr examines Shakespeare's own choice between playwriting and poetry, the requirements of working in a playhouse that wraps itself around the stage, and its impact on the creation of such figures as Henry V, Shylock, Isabella, King Lear and Coriolanus. (shrink)

It should be well known that the philosophy of soren Kierkegaard exerted considerable inflence upon Ibsen the playwright, despite the latter's reluctance to admit as much. When Ibsen's play Brand was first published in Copenhagen, in 1866, it was hailed as a dramatic representation of Kierkegaar's philosophy, and subsequent critics have also indicated in a general way the Kierkegaardian concepts with which this play abounds. The earlier Love's comedy is also vibrant with Kierkegaardian undertones, and the fact that something of (...) this same quality is echoed and re-echoed throughout the playwrite's entire corpus suggest something more than a merely literary influences: it indicates a temperamental affinity between the two authors. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ibsen's Drama of Self-Sacrifice William A. Johnsen Michigan State University Henrik Ibsen, like Flaubert, is a fundamental precursor of all subsequent modern literature. His development, which takes place over a lifetime of playwriting, is nevertheless only obscurely recognized in theories ofthe modern. Critics quarrel about his antecedents: Scribe, Feydeau, as well as Norwegian and Scandinavian dramatists and poets. Yet nothing in any of his predecessors could prepare one (...) for the great prose plays of the last twenty-five years of his career. How did he modernize himself? Ibsen said ofhis transition to prose, that he could no longer allow his characters to speak in verse, the language of the gods.1 It is tempting to begin reading Girard in here, because Ibsen offers us a fascinating variation on the historical moment ofcrisis represented by Flaubert, the moment of modernization itself, where the disintegration ofan accepted political and cultural aristocracy forced everyone to compete for prestige and for unique being in a common marketplace. In the case ofNorway during Ibsen's time, it is the crisis caused by the delegitimation ofDano-Norwegian as the uncontested literary language, in favor of competing versions of an emerging national language for a 1 Ibsen's famous comment is in a letter to Edmund Gosse, 15 January, 1874: "Speaking generally, the dialogue must conform to the degree of idealization which pervades the work as a whole. My new drama is no tragedy in the ancient sense. What I sought to depict were human beings, and therefore I would not let them talk the 'language of the Gods'" (Sprinchorn 145). 142William A. Johnsen uniquely national literature that provokes a rivalry for atavistic or nativist preeminence: Who is the most Norwegian ofall? Ibsen and Henry James (as well as Borges) do not choose chauvinist atavism, yet they also avoid becoming mere disciples of the dominant philosophical traditions which have marginalized them. They are more outspoken discussants of the significant historical and cultural developments analyzed in Girard's Deceit, Desire, and the Novel because they are from "new" countries, outsiders to European culture. It is here we must avoid the occupational hazard ofcritical theory: we must not permit a resemblance between a literary and a theoretical text to degenerate into a transcoding of the former into the latter, without ever considering that their resemblance means that each proposes some contribution to a converging theory ofhuman behavior. Critics who merely convert literature into the theories they already know contribute little to literary knowledge, and nothing to theory. Girard has insisted on the quasitheoretical potential of literary texts from the beginning. Only by staying as close to Ibsen as possible, can we ever hope to add to the considerable work that Girard's hypothesis has already achieved. If there is a general principal at stake in not prematurely transcoding the language of Ibsen's plays into theoretical language (not being prematurely theoretical for the sake of a more inclusive theory), there is also the specific risk of burying the peculiar diversity of his dramatic accomplishment. Ibsen is above all the playwright of complex characterization —no one before him was as subtle in motivating the ordinary characters ofeveryday life. Yet during his time, his plays were awaited for the intense discussions of ideas that they were certain to provoke. How is it that Ibsen is not considered the most theoretical and didactic of writers? Partly, the sheer number of controversial ideas and positions dramatized in play after play kept him from being seen (for very long) as the propagator ofany one ofthem. Michael Meyer reproduces in his biography ofIbsen a contemporary Norwegian political cartoon, which depicts Ibsen flailing first right, then left, then all (Meyer 447). More importantly, Ibsen, beginning with Samfundets Stotter (1877) [Pillars ofSociety], created a drama of ensemble theorizing conducted by characters themselves. Ibsen's work, beyond the creation ofcharacter, was to imagine the conditions and events that might make it possible for ordinary individuals to contribute discoveries about human behavior which, collectively, allow amplification and consolidation as a hypothesis. Ibsen 's Drama ofSelf-Sacrifice143 The mimetic hypothesis first found itself explaining the spectacular results of negative reciprocity in modern resentment, the unperceived commonality ofan isolation... (shrink)

Hegel’s viewpoint on Greek tragedy is a valuable way-station in any theoretical as well as practical consideration of dramatic play. Hegel considered Greek tragedy from the perspective of his dialectical system, thereby indirectly influencing dramaturgical practice in the 19th and 20th centuries. This is why the paper explores Sophocle’s tragedy Oedipus Rex from the viewpoint of Hegel’s theoretical perspective, as well as practical perspectives based on an influential textbook on playwriting by Lajos Egri. The paper further explores the different (...) understandings of dialectics in philosophical and dramatic dialogue. Also, it addresses the kind of applied dialecticism in the work of Greek artists of the 5th century BC. Finally, the text explores the early Greek literary form gnome, which is – hypothetically speaking – the source of the later Greek understanding of dialectics. (shrink)

Friedrich Schiller’s aesthetics targets an education of the whole person, sense-wise and rationality-wise. Developing a culture of beauty, respecting the morality of the individual, but always striving towards a politically well-formed community. Freedom—of action, of aesthetics, of political freedom—is a key concept for Schiller, that profoundly shaped his thinking, poetry, and work. Schiller’s aesthetics emerged early with his playwriting and around 1791 from his intensive study of Kant’s aesthetics but also of other philosophies such as Fichte’s Wissenschaftslehre. He created (...) a transcendental poetology based on an active determinability—concerned with absolute freedom and openness in the aesthetic state of the play of all forces, and not merely with the spontaneity of reason. (shrink)

This essay argues that Hélène Cixous's writings on theatre demonstrate an ongoing concern with the non-theorizable as a fundamental element of her experience of theatre. This creates a tension between Cixous's role as a theorist and her role as a creative writer, and this essay explores how this tension manifests itself in her reflections on theatre. It looks at the strategies Cixous adopts to allow the non-theoretical to inflect her critical and creative writing, focusing on her denial of specialist knowledge (...) about theatre, her conception of the theatre text in opposition to meditation and philosophical reflection, and on her attempts to model her own playwriting process on the practical work of actors and director Ariane Mnouchkine. Cixous's attraction to the non-theorizable, it is suggested, leads to a more poetic mode of criticism about the medium that draws both on embodied theatrical practice and the self/other relationships that structure theatre making. (shrink)

Pierre Destrée’s new translation of Aristotle’s Poetics notes the work’s “destin paradoxal”: How can a work on Greek tragedy remain silent on the political, social, religious, or performative aspects of an artform that in historical context was profoundly public? How can a handbook on the various aspects of playwriting produce a superior drama when Aristotle himself acknowledges that artistic production is a matter of imagination? Destrée’s answer: Aristotle’s Poetics is neither an historical study of a classical Greek cultural institution (...) nor a handbook for aspiring playwrights. Rather, as is often the case with Aristotle’s treatises, Aristotle has created or carved out a new field for investigation and reflection; thus the Poetics creates the field of aesthetics, namely the study of beauty in the arts. Destrée has successfully produced a volume that provides general readers of Aristotle’s Poetics with the historical, literary, and philosophical tools that will allow them to appreciate that much of what seems odd about that text is only paradoxical. (shrink)

This study analyses several aspects of the relationship between communist censorship and literature, from the vantage point of literary sociology. Focusing on the issue of religious drama, the author intends to examine the transformations undergone by Romanian literature in the 1950s and 1960s, considering the impact of totalitarian communist ideology had upon it. What the study highlights is the game between prohibition and subversiveness, between misappropriation and reappropriation, which shaped the literary climate of that period. One of the conclusions envisaged (...) here is that despite unrelenting and excessive pressures exerted by censorship, literature resisted being turned into an ally of the Romanian Communist Party. (shrink)