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What is the importance of Drama in education
Importance Of Drama In Education
What is the importance of Drama in education
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Introduction
What is Dramaturgy? When I want to define this word, it will always be very difficult. And when I look through books, I find a lot of excuses for letting me escape from giving a certain answer.
However, no matter how difficult it is to define “dramaturgy”, it seems that we cannot avoid the explanation of the word and use it directly.
“Dramaturgy” originated from Germany, which is a position in the theatre as well as a theatrical creation concept. The central idea is to break the system of theatre director and adapt a dramatic work to the present context. After the birth of the concept of dramaturgy, it has been under continuous development, and the specific content in various periods and regions have certain
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Its general definition encompasses almost the whole of theatrical activity, but in the context of what dramaturgs do, dramaturgy is a comprehensive exploration of the context in which the play resides. The dramaturg is the resident expert on the physical, social, political, and economic milieus in which the action takes place, the psychological underpinnings of the characters, the various metaphorical expressions in the play of thematic concerns; as well as on the technical consideration of the play as a piece of writing: structure, rhythm, flow, even individual word choices. There are different sort of dramaturgs, with varying responsibilities, though few dramaturgs are of a pure type; most overlap categories. The institutional dramaturgs help find and select plays to be produced, while the education dramaturg prepares activities and materials for school group and leads audience discussions.”(McCabe 2008:64)
“In Germany, Eastern Europe, Scandinavia and the Netherlands dramaturgs and literary managers are a lynchpin of mainstream, state-funded theatre, and have been officially employed for well over two centuries. Playreaders, advisers on the repertoire and textural, critical and practical experts working in partnerships with directors and/or writers are accepted as an integral part of theatre-making.”
- Luckhurst, Mary. Dramaturgy: A Revolution in Theatre. Cambridge U. Press, 2006,
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He himself believes that many of these "cultural challenges" need to be overcome to get the work done better. However, the process, while fully rehearsed, was not so much presented at the end. This is closely related to miller's own theatrical view. He did not try to make "death of the salesman" completely sinicized and localized, but hoped that the audience would understand the meaning through the full display of the play itself. All scripts for 1983 Chinese viewers unfamiliar symbols are held on the show, including football, steel wire recorders, cheese, etc., as well as related to the theme of a salesman, and insurance payment by installments. These parts of the actor's doubts are not being revised too much, and miller is clearly not worried about the
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.
Through strong dramatic plots, characters and music, melodrama has created an engaging, well-developed form of theatre. But melodrama is not limited to one category. Like other forms of the theatre arts, melodrama can be further broken down into Victorian melodrama and Modern melodrama. As the names entail, Victorian melodrama was practiced in the Victorian Era (1837-1901) whereas Modern melodrama is still being performed today. Both equally exaggerated and emphasizing the good vs. evil conflict, these two forms of melodrama have shaped the stage theatrically and developed complexity in character and plot development.
―Fences.‖ Drama for Students. Ed. David M. Galens. Vol. 3. Detroit: Gale, 1998. 180-197. Gale
Galens, David, and Lynn M. Spampinato, eds. Drama for Students. Vol. 2. Detroit: Gale, 1998. Print.
Galens, David, ed. Drama for Students "resenting Analysis, Cntext and Critism on Commonly Studied Drama" . Vol. Volume 1. Detroit : Gale Research , 1998 .
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.
Through providing a micro-level analysis of the “self” through theatrical dramaturgy, Goffman supplies an adequate account of how modification of the “self” happens via performance. Taking parallel theories and ideas, each author builds upon the arguments of the other and Goffman provides enough detailed examples of social development through performance to satisfy the treatises of Berger and Luckmann’s account. Therefore, the arguments of Goffman and Berger and Luckmann work best when combined, giving us the most insight into the “self.”
In Euripides’ tragic play, Medea, the playwright creates an undercurrent of chaos in the play upon asserting that, “the world’s great order [is being] reversed.” (Lawall, 651, line 408). The manipulation of the spectators’ emotions, which instills in them a sentiment of drama, is relative to this undertone of disorder, as opposed to being absolute. The central thesis suggests drama in the play as relative to the method of theatrical production. The three concepts of set, costumes, and acting, are tools which accentuate the drama of the play. Respectively, these three notions represent the appearance of drama on political, social, and moral levels. This essay will compare three different productions of Euripides’ melodrama, namely, the play as presented by the Jazzart Dance Theatre¹; the Culver City (California) Public Theatre²; and finally, the original ancient Greek production of the play, as it was scripted by Euripides.
(2012, 12). Outline and Discuss Erving Goffman's Theory of Dramaturgy.. StudyMode.com. Retrieved 12, 2012, from http://www.studymode.com/essays/Outline-And-Discuss-Erving-Goffman%27s-Theory-1280254.html
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.
For this paper, I will be focusing on Erving Goffman’s concept of dramaturgy. Erving Goffman was a sociologist who studied social interaction, and is well known for his work on ‘the self.’ His book, Presentation of Self, continues to be an important and relevant book in sociology since it explains by social interaction within humans is important. In his theory, Goffman explains that people are like actors performing on a stage because of how they live their lives. Drama is used as a metaphor for how an individual presents their self to society. In his work, Goffman explains that ‘the self’ is the result of the dramatic interaction between the actor and the audience he or she performs to. There are many aspects of how an individual performs his or her ‘self’.
” Drama for Students. Ed. Anne Marie Hacht. Vol. 21.
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.
What is drama? A simple question it may seem at first, but the majority of people would not be able to give a precise definition of the word. That is because the word is used synonymously depending on the context in which it is used. For example, there can be; a drama section in the video store, or the drama of September 11th. This, I think happens due to the fact that many people do not know the definition of drama. On researching the definition of drama on the internet, many different meanings were given.