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The Search for Originality in Performance In this paper I will be providing examples to support and to argue with the concept of originality. I will be doing this by using Marvin Carlson’s interpretation of originality in the Haunted Stage, and supporting it with the concept of intertextuality. To expand my argument I will then introduce how those who believe in the concept of originality attempt to be original by moving away from contemporary aristotelian drama towards post-modernism. This is supported by performances like Pina Bausch’s Lilies of the Valley. Through further development I will then attempt to convey how Carlson’s belief that originality does not exist is solely based on the belief that you cannot have performance …show more content…
Which, by Carlson’s definition should create originality but through further analysis lacks the emotional impact and reflection needed within theatre. Finally, I will provide a solution to the problem of originality by providing an example of a performance that is original while using sign to create new meaning. The concept of originality provokes the mind. Is one being original or is one mimicking the thoughts, ideas and feelings of the past? For example, I am writing this with words with previously created meanings, put together with letters, which were made in the past. Therefore, am I being original or am I just creating something built on the memory of the past. The concept of originality has been long debated argument especially within the context of theatre. Although many scholars disagree on the concept of originality, some would argue that plays and theatre itself are ghosted by previous elements or experiences. This in fact is what is argued in the Haunted Stage, by Marvin Carlson. In it he argues that plays and theatre are shaped by memory, and are a reflection of the cultural and historical process itself. He uses examples of historical moments that mimic the
When Mary Zimmerman adapts a play from an ancient text her directing process and the way she engages with text are woven together, both dependent on the other. She writes these adaptations from nondramatic text, writing each evening while working through the pre-production rehearsals and improvisations during the day with the cast. The rehearsal process influences the text, and the text enriches the rehearsal process, so that one cannot exist without the other. Every rehearsal is structured the same but each production is unique because as Zimmerman states in “The Archaeology of Performance”, she is always “open to the possibilities”. The piece is open to everything happening in the world and to the people involved, so the possibilities are honest and endless.
The play that we read for this unit is Too Much Punch For Judy, by Mark Wheeller. It is a form of Verbatim Theatre, meaning that it is based on the spoken words of real people. This play is about the story of a young woman who kills her sister in an alcohol related accident. When I first read the play I couldn’t empathize with the story as I haven’t experienced such a shocking event before. In this essay I will describe, analyse and evaluate both my work and the work of other actors in my group, focusing on the mediums, elements and explorative strategies of Drama.
Ever heard of a story that sings of the “Angel of Music” and the “Phantom of the Opera”? A tale that once you have listened to the sweet melody that you will realized that you've pasted the “Point of No Return”? This love triangle has captivated multitudes ever since the 1910 original Phantom of the Opera was published in France by Monsieur Leroux, although most story lovers recall the musical of the same name by Andrew Lloyd Webber or the motion picture adaption. Although this story has been entertaining people for over a century, in this new era have prerecorded voices and movements begun to overshadow the talented performers of live theater? Although “The lavish screen adaptation of Andrew Lloyd Webber's Phantom of the Opera (2005) only deepened the damage” of the dislike of musicals made into film “with non-stars in the leads and an unimaginative production,”(Musical),which version, the live performance or the film, makes the story more attractive? To answer these questions, permit this essay to analyze two methods of storytelling: 2011 live performance Andrew Lloyd Webber's The Phantom of the Opera at the Royal Albert Hall and the 2005 film, and decide if music and story lovers everywhere have too “turned from true beauty”.
The new aesthetic defines itself in relationship to an implied old one which, because of some historical break ("Then the theatre was changed/to something else"), no longer works. If Absalom, Absalom!, formally and thematically, offers a substitute for a now-inadequate "souvenir," it may be necessary to begin its exploration with the souvenir itself: namely the communication of positive historical truth in fixed form.
It is difficult to imagine a play which is completely successful in portraying drama as Bertolt Brecht envisioned it to be. For many years before and since Brecht proposed his theory of “Epic Theatre”, writers, directors and actors have been focused on the vitality of entertaining the audience, and creating characters with which the spectator can empathize. ‘Epic Theatre’ believes that the actor-spectator relationship should be one of distinct separation, and that the spectator should learn from the actor rather than relate to him. Two contemporary plays that have been written in the last thirty years which examine and work with Brechtian ideals are ‘Fanshen’ by David Hare, and ‘The Laramie Project’ by Moises Kaufman. The question to be examined is whether either of these two plays are entirely successful in achieving what was later called, ‘The Alienation Effect”.
The criticism relies on two assumptions. One, that rhetoric creates reality, and two, that convergence occurs. With regards to rhetoric creating reality we are to assume that the symbolic forms that are created from the rhetoric are not imitations but organs of reality. This is because it is through their agency that anything becomes real. We assume to that convergence occurs because symbols not only create reality for individuals but that individual’s meanings can combine to create a shared reality for participants. The shared reality then provides a basis for the community of participants to discuss their common experiences and to achieve a mutual understanding. The consequence of this is that the individuals develop the same attitudes and emotions to the personae of the drama. Within this criticism the audience is seen as the most critical part because the sharing of the message is seen as being so significant.
Brecht argues that the ultimate purpose of play is to induce pleasure and to entertain, and that--because of this purpose--play needs no justification. Plays should not be simply copied from or seen through older performances, but need to develop on their own to better relate to a new audience. Through the use of alienation which aims to make the familiar unfamiliar, play and theatre can be seen under a new perspective, and the actor can feel more free to perform under a new guise.
Theatre Journal 37.4 (1985): 426-439. Print. Wheeler, Kip. " Literary Terms and Definitions M." Literary Terms and Definitions "M" Carson-Newman University, n.d. Web. 12 May 2014.
In theatrical performance, the fictional realm of drama is aligned with the factual, or “real” world of the audience, and a set of actors feign re-creation of this factual world. At the same time the audience, by participating as spectators, feigns believability in the mimic world the actors create. It is in this bond of pretense between the on-stage and off-stage spheres of reality—the literal and the mock-literal—that the appeal of drama is engendered. The Merchant of Venice then, like any effective drama, ostensibly undermines realism by professing to portray it. The work contains no prologue to establish dramatic context; it offers no assertion of its status as imitation, a world separate from our own. And yet, the bond of pretense forged between actors and audience prevents the line between the fictional and the factual from being blurred completely. This division allows the device of metatheatricality to emerge as a means by which the play can ally itself with realism, rather than undermining it, by acknowledging its own status as drama.
My work proposes a broader view of the theatre-film interface, one that relies on intertextuality as its interpretive method. I believe it is valuable-both pedagogically and theoretically-to ask broad questions about the aesthetic, narrative, and ideological exchanges between the history of theatre and contemporary film and television. For example, this paper will study how the "Chinese Restaurant" episode of the sitcom, Seinfeld, intertextually reworks Samuel Beckett's modernist play, Waiting for Godot. In each text, characters encounter an existential plight as they are forced to wait interminably, and thus confront their powerlessness at the hands of larger social forces. As a pedagogical matter, this connection encourages the students to see academic culture in the guise of having to read Beckett's play for my course, not as foreign and alienating, but instead as continuous with their understanding of leisure activities like watching sitcoms. As a theoretical matter, this intertextual connection allows important ideological matters to come into bold relie...
performance to a major degree reflects the spirit of the times, and some of today's 'authentic' performances have less to do with historical accuracy, attempting rather to produce a performance which, in John Eliot Gardiner's words, will 'excite modern listeners.' (Sartorius)
One notable difference between William Shakespeare’s The Tempest and Julie Taymor’s film version of the play is the altered scenes that made quite a difference between the play and the movie version. This difference has the effects of creating a different point of view by altering the scenes affected the movie and how Taymor felt was necessary by either by keeping or deleting certain parts from the play. I use “Altered Scene” in the way of how Julia Taymor recreates her own point of view for the movie and the direction she took in order to make the audience can relate to the modern day film. I am analyzing the way that the altered scenes changes to make a strong impression on the audiences different from the play. This paper will demonstrate
Being a director in a production such as Romeo and Juliet is no easy task, and I enter into this paper with that in mind. My goals are to be creative, and do things differently from the many versions of the play we have viewed in class. Each of those directors took the original text, written by William Shakespeare, and turned it into a unique version of their own; unique in the sense that they changed the tragedy by taking out lines, conversation or even entire scenes to better suit that particular director’s needs.
In this paper, I will be focusing briefly on my knowledge and understanding of the concept of Applied theatre and one of its theatre form, which is Theatre in Education. The term Applied Theatre is a broad range of dramatic activity carried out by a crowd of diverse bodies and groups.
Theatre as we know it now was born more than two thousand years ago and has gone through many streams until it reached the current modernity. Among these streams is the avant-garde theatre. This theatre achieved a break in the traditional theatre and became the forefront of a new experimental theatre. Therefore it is necessary to ask how this theatre started, what impact it had on society and if this type of theatre is still common in our modern era.