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'Edward Bond: Bondian Drama and Young Audience' focuses on one of the most influential playwrights of Britain, Edward Bond, and his plays for young audiences. The chapters examine the theatrical and pedagogical prospects of the plays on young people which have been mostly staged since 1990s, throughout the globe. The issues covered in this book involve interdisciplinary studies such as theatre, pedagogy, ethics, children, culture, politics, among others. These topics have crucial importance for the production of plays for young audiences. Apart from this, the book focuses on Bondian Drama and its relation with the dramatic child, involving most of his plays for young audiences. The authors in this volume examine theatrical and pedagogical backgrounds of the plays, discussing critical issues, by questioning the specialities of Bondian drama and present future implications of this for young audiences. This volume presents substantial and elaborate information on crucial issues, and enable detailed discussions from various perspectives on theatre.
Edward Bond Letters, Volume IV, focuses on four significant areas of Edward Bond's work: education, imagination and the child; theatre-in-education; At the Inland Sea; language and imagery. The letters represent a coruscating attack on our present society, as well as offering insights into how the situation might be improved. Bond's letters attack modern education, arguing that "children are being educated to sell themselves" and suggesting that social problems are caused by an oppression of the imagination. Many letters refer directly to a play - for instance Tuesday, which presents an assessment of the many difficulties faced by contemporary society. The language and imagery of one of Bond's most recent plays, In the Company of Men, is animatedly discussed, and Bond reminds us in a final description that "the good image is always absent, because it is present in the mind.
Our future depends on the state of our imaginations. Drama becomes more important as the world changes. Plays young people write, act in and watch are the blueprints of the world they will have to live in. Edward Bond has chosen in recent years to focus much of his work on plays for young people, arguing that drama helps children "to know themselves and their world and their relation to it". This book discusses some of his important plays for young people and offers case studies of various productions of them. Contributors examine how the plays have been used by teachers and theatre companies with young people and they explore the demands of acting and staging Bond. Contributors include Tony Coult, Chris Cooper, Katie Katafiasz, John Doona, Tony Grady and Bill Roper. One chapter is taken from the notes of Geoff Gillham, and one is written by Edward Bond. The book will be of interest to those who work in drama with young people, whether in theatre, community work or in schools.
Questioning whether the impulse to adapt Shakespeare has changed over time, Lynne Bradley argues for restoring a sense of historicity to the study of adaptation. Bradley compares Nahum Tate's History of King Lear (1681), adaptations by David Garrick in the mid-eighteenth century, and nineteenth-century Shakespeare burlesques to twentieth-century theatrical rewritings of King Lear, and suggests latter-day adaptations should be viewed as a unique genre that allows playwrights to express modern subject positions with regard to their literary heritage while also participating in broader debates about art and society. In identifying and relocating different adaptive gestures within this historical framework, Bradley explores the link between the critical and the creative in the history of Shakespearean adaptation. Focusing on works such as Gordon Bottomley's King Lear's Wife (1913), Edward Bond's Lear (1971), Howard Barker's Seven Lears (1989), and the Women's Theatre Group's Lear's Daughters (1987), Bradley theorizes that modern rewritings of Shakespeare constitute a new type of textual interaction based on a simultaneous double-gesture of collaboration and rejection. She suggests that this new interaction provides constituent groups, such as the feminist collective who wrote Lear's Daughters, a strategy to acknowledge their debt to Shakespeare while writing against the traditional and negative representations of femininity they see reflected in his plays.
As schools have become more aware of their role in addressing personal and social issues, the importance of ‘values and attitudes’ have begun shaping education and curricula worldwide. Drama in Education explores the six fundamental pillars of the national curriculum guide of Iceland in relation to these changing values and attitudes. Focusing on the importance of human relations, this book explores literacy, sustainability, health and welfare, democracy and human rights, equality and creativity. It demonstrates the capability of drama as a teaching strategy for effectively working towards these fundamental pillars and reflects on how drama in education can be used to empower children to become healthy, creative individuals and active members in a democratic society. Offering research-based examples of using drama successfully in different educational contexts and considering practical challenges within the classroom, Drama in Education: Exploring Key Research Concepts and Effective Strategies is an essential guide for any modern drama teacher.
One of the finest and most creative minds to have emerged in the 20th century, this second volume of Bond's notebooks explores the meeting pint between politics and the art of the writer.
A wild storm shakes a small East Anglian seaside village and sets off a series of events that changes the lives of all its residents. Set in the high Edwardian world of 1907, The Sea is a fascinating blend of wild farce, high comedy, biting social satire and bleak poetic tragedy. The play was first produced at the Royal Court Theatre, London, in 1973 and will be revived at the Theatre Royal Haymarket, London, from January to April 2008. 'This cosmically inclined neo-Chekhovian romp set in a stiflingly small seaside town in 1907 proves to be every bit as masterful as its sensational predecessor [Saved].' Time Out (New York)
Described by its author as 'almost irresponsibly optimistic', Saved is a play set in London in the sixties. Its subject is the cultural poverty and frustration of a generation of young people on the dole and living on council estates. The play was first staged privately in November 1965 at the Royal Court Theatre before members of the English Stage Society in a time when plays were still censored. With its scenes of violence, including the stoning of a baby, Saved became a notorious play and a cause célèbre. In a letter to the Observer, Sir Laurence Olivier wrote: 'Saved is not a play for children but it is for grown-ups, and the grown-ups of this country should have the courage to look at it.' Saved has had a marked influence on a whole new generation writing in the 1990s. Edward Bond is "a great playwright - many, particularly in continental Europe, would say the greatest living English playwright" (Independent)
In the two decades since the publication of the second edition, Learning Through Theatre has further established itself as an indispensable resource for scholars, practitioners and educators interested in the complex interrelations between teaching and learning, the performing arts, and society at large. Theatre in Education (TIE) has consistently been at the cutting edge of the ever-growing field of Applied Theatre; this comprehensively revised new edition makes an international case for why, and how, it will continue to shape ways in which the participatory arts contribute to the learning of young people (and increasingly, adults) in the 21st century. Drawing on the experiences and insights of theorists and practitioners from across the world, Learning Through Theatre shows how theatre can, and does, promote: participatory engagement; the use of innovative theatrical form; work with young people and adults in a range of educational settings; and social and personal change. Now transatlantically edited by Anthony Jackson and Chris Vine, Learning Through Theatre offers exhilarating new reflections on the book’s original aim: to define, describe and debate the salient features, and wider political context, of one of the most important – and radical – developments in contemporary theatre.
'The Hamilton Phenomenon' brings together a diverse group of scholars including university professors and librarians, educators at community colleges, Ph.D. candidates and independent scholars, in an exploration of the celebrated Broadway hit. When Lin-Manuel Miranda’s musical sensation erupted onto Broadway in 2015, scholars were underprepared for the impact the theatrical experience would have. Miranda’s use of rap, hip-hop, jazz, and Broadway show tunes provides the basis for this whirlwind showcase of America’s past through a reinterpretation of eighteenth-century history. Bound together by their shared interest in 'Hamilton: an American Musical', the authors in this volume diverge from a common touchstone to uncover the unique moment presented by this phenomenon. The two parts of this book feature different emerging themes, ranging from the meaning of the musical on stage, to how the musical is impacting pedagogy and teaching in the 21st century. The first part places Hamilton in the history of theatrical performances of the American Revolution, compares it with other musicals, and fleshes out the significance of postcolonial studies within theatrical performances. Esteemed scholars and educators provide the basis for the second part with insights on the efficacy, benefits, and pitfalls of teaching using Hamilton. Although other scholarly works have debated the historical accuracy of Hamilton, 'The Hamilton Phenomenon' benefits from more distance from the release of the musical, as well as the dissemination of the hit through traveling productions and the summer 2020 release on Disney+. Through critically engaging with Hamilton these authors unfold new insights on early American history, pedagogy, costume, race in theatrical performances, and the role of theatre in crafting interest in history.