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An original and invaluable model of the elements of drama in context. O'Toole demonstrates how dramatic meaning emerges, shaped by its multiple contexts, and illuminates the importance of all participants to the dramatic process.
Analysing six Greek tragedies - the Orestes triology, Ajax, Antigone and Philoctetes - and Hamlet, this book also contains a chapter on the Greek and the Elizabethan dramatic forms and one on religious drama. This is an important work from an author respected for a constructive and sensitive quality of criticism.
Forms of Emotion analyses how drama, theatre and contemporary performance present emotion and its human and nonhuman diversity. This book explores the emotions, emotional feelings, mood, and affect, which make up a spectrum of ‘emotion’, to illuminate theatrical knowledge and practice and reflect the distinctions and debates in philosophy, neuroscience, psychology, and other disciplines. This study asserts that specific forms of emotion are intentionally unified in drama, theatre, and performance to convey meaning, counteract separation and subversively champion emotional freedom. The book progressively shows that the dramatic and theatrical representation of the nonhuman reveals how human dominance is offset by emotional connection with birds, animals, and the natural environment. This book will be of great interest to students and researchers interested in the emotions and affect in dramatic literature, theatre studies, performance studies, psychology, and philosophy as well as artists working with emotionally expressive performance.
An encyclopedic dictionary of technical and theoretical terms, the book covers all aspects of a semiotic approach to the theatre, with cross-referenced alphabetical entries ranging from absurd to word scenery.
Drama and Reading for Meaning Ages 4-11 contains over 40 creative drama ideas to help develop reading for meaning in the primary school. The wide range of clearly explained, structured and engaging drama activities will appeal to all primary practitioners who wish to develop more creative approaches to the teaching of reading. The activities show how drama can develop some of the skills associated with reading for meaning such as empathising with characters’ feelings, exploring settings and themes and making inferences based on evidence. The step-by-step activities range from familiar classroom drama strategies such as freeze-frames and hot-seating to less well-known approaches involving whole class drama experiences. The book also serves as an introduction to using drama as a learning medium, with advice on how to set the ground rules and clear explanations of the drama strategies. Each chapter has a detailed explanation of what to do, followed by a number of examples linked to quality texts, including poetry and non-fiction. From bringing books to life in reception and Years 1 and 2, to peeling back the layers of meanings in Years 3 to 6, all the drama activities in this book are designed to improve reading for meaning and help motivate children to read for pleasure, making this an essential resource for all primary settings.
This volume contains a translation of four early manuscripts by Alfred Schutz, unpublished at the time, written between 1924 and 1928. The publication of these four essays adds much to our knowledge and appreciation of the wide range of Schutz’s phenomenological and sociological interests. Originally published in 1987. The essays consist of: a challenging presentation of a phenomenology of cognition and a treatment of Bergson’s conceptions of images, duration, space time and memory; a discussion of the meanings connected with the grammatical forms of language in general; a consideration of the relation between meaning-contents and literary forms in poetry, literary prose narration and dramatic presentation; and an examination of resemblances and differences in the inner forms and characteristics of the major theatrical art forms.
Comprehensive and up-to-date, now with more instructor resources