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Integral Drama critically explores modern drama in the context of Indian aesthetics described in the Natyashastra and the vast, new interdisciplinary field of consciousness studies. It also focuses on how Indian theatre aesthetics has influenced modern drama theories and practice, and the extent to which this has promoted the development of higher consciousness in actors and audience. According to Indian aesthetics, rasa or aesthetic rapture is refers to bliss innate in the Self that manifests even in the absence of external sources of happiness. Overall, this book explores the relation between modern theatre and higher states of mind and demonstrates that one of the key purposes of theatre is to help the spectator experience the pure consciousness event described in consciousness studies by theorists such as Anna Bonshek, Ken Wilber, Robert K. C. Forman, Jonathan Shear, Daniel Meyer-Dinkgräfe, Ralph Yarrow and others. Integral Drama will appeal not only to drama theorists but also to teachers and students of acting, as well as an educated general audience interested in understanding the aesthetic experience of theatre. Integral Drama, moreover, can be used as a textbook for acting and drama theory classes and would also appeal to university and public libraries. The book serves as a bridge between the ideas and experiences long understood through Indian philosophy and the many questions raised by modern theatre studies.
Theories and Practices of Integral Education and Integral Drama Based Pedagogy presents studies exploring the deep connections among theories and practices of integral education; and it introduces Integral Drama Based Pedagogy, a new integration of educational, therapeutic, artistic, and social theories and practices. An international group of scholars, teachers, professors, and practitioners have contributed studies that draw upon theories of integral education from various times and cultures as well as practices that exemplify and encourage fresh integrations. The essays are especially relevant because of the current global evolution of education at all levels, from primary school to the university and into the community. This evolution has been inspiring teachers and professors to move beyond their traditional disciplinary boundaries, to engage in transdisciplinary educational models that embody multiple ways of knowing, and to recognize the student as a whole person. Integral Education is not limited to a particular theory or practice: it is expansive. It integrates many models of teaching and learning, for example, Integral Drama Based Pedagogy integrates drama and other expressive arts. It also includes multiple ways of knowing; it embodies teaching and learning through action; and it values the intellectual, physical, and spiritual dimensions of being human.
The 20th century was a dynamic period for the theatrical arts in China. Booming urban theatres, the interaction between commercial practice and theatre, dramas staged during the War of Resistance against Japan and a healthy dialogue between Western and Eastern theatres all contributed to the momentousness of this period. The four volumes of "A History of Chinese Theatre in the 20th Century" display the developmental trajectories of Chinese theatre over those hundred years. This volume deals with the development of Chinese theatre from 1900 to 1949, covering the prosperity of Peking Opera, the advent of play and colorful local dramas. The author shows that the modernization of Chinese theatre was subject to both internal factors and influences from the outside world, while modernity and localization are two contradictory but complementary dimensions in any interpretation of Chinese theatre in the 20th century. Scholars and students in the history of the arts, especially the history of Chinese theatre, will find this book to be an essential guide.
Using the drama classroom to shape an active, student-centred space and foster a new perspective for understanding the dramatherapeutic change-process, this book explores the processes that underpin the ways young people negotiate and perform their identities as ethical people. Arguing for the retention of process-based exploratory drama on the curriculum, chapters critique the impact of neoliberalism and managerialism on the development of young people’s ethics and values. Using concepts such as aesthetic distance, encoding, the role of audience and witness, and the contrast between individual, multi, and group roles, to enable students to develop as thinking, reflecting people, the book argues that dramatherapy should not be limited to clinical settings, disconnected from classrooms and the pedagogical contributions that it can make. By absorbing dramatherapy into the broader field of education, an expanded understanding of the concept of the managed classroom space can be gained, based on an understanding of the multiple embodied psychosocial relational processes at play in the drama classroom. This innately multidisciplinary book will be of use to scholars, researchers, and postgraduate students studying drama education, dramatherapy, and curriculum studies more broadly. Drama teachers and educators will also find this volume of use.
Space, Place and Dramatherapy: International Perspectives provides radical, critical and practical insights into the relevance and significance of space and place in dramatherapy practice. Bringing together an international breadth of contributors, the chapters of this book reveal extensive reflections on the many spaces in which dramatherapists and their clients work and offer research implications for those wishing to critically examine their own symbolic or structural spaces in dramatherapy practice. Chapters consider space and place from many angles: ritual and symbolic spaces; transitional and play spaces; educational and interpersonal spaces; and scenographic and architectural spaces. The book examines the impact of space on human (and more-than-human) relationships, dramatherapy practice and processes and mental health, offering new avenues of research and critical enquiry. This volume is the first of its kind to rigorously elucidate the importance of space within the field of dramatherapy and is essential reading for academics, scholars and postgraduate students of dramatherapy as well as practicing dramatherapists and professionals within the wider domains of arts and health.
A diverse selection of original texts on theatre by its most creative practitioners – actors, writers, directors and designers. Contributors include Jarry, Ionescu, Shaw, Brecht, Strindberg, Stanislawski, Lorca, Brook, Soyinka, Boal and Barba.
Strindberg and the Quest for Sacred Theatre brings a fresh perspective to the study of Sweden’s great playwright. August Strindberg (1849-1912) anticipated most of the major developments in European theatre over the last century. As such he is well-placed to provide perspectives on the current burgeoning interest in sacred theatre. The religious crises of the 19th Century provoked in Strindberg both sharp scepticism about claims to religious authority and a visionary search for truth. Against the backdrop of a major change in European culture this book traces the emergence in some of Strindberg’s late plays of a proto-sacred-theatre. It argues that Strindberg faced the alternatives of a contentless transcendent abyss, threatening the extinction of his ego, or a retreat into conservative theism, reducing him to slavish submission to the commandments and rule of an external father-God. Weaving together theatrical, aesthetic, and theological voices, this book investigates the relationship of the sacred to subjectivity and its implications for Strindberg’s dramaturgy. In doing so it always keeps in view the sense both of loss and opportunity engendered by a turning point in the western experience of the sacred.
The study of consciousness has developed considerably over the past ten years, with an emphasis on seeking to explain subjective experience. Our understanding of key questions relating to the performing arts, in theory and practice, benefits from the insights of consciousness studies. Theatre, Opera and Consciousness discusses selected concerns of theatre history from a consciousness studies perspective, develops a new perspective on ethical implications of theatre practice, reassesses the concept of the guru, and offers a new approach to the actor’s cool-down. The book expands the framework from theatre to opera, and presents a new consideration of the spiritual aspects of singing in opera, conducting for opera, and the opera experience for singers and spectators alike.