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This volume considers the influential revival of ancient philosophical skepticism in the 16th and early 17th centuries and investigates, from a comparative perspective, its reception in early modern English, Spanish and French drama, dedicating detailed readings to plays by Shakespeare, Calderón, Lope de Vega, Rotrou, Desfontaines, and Cervantes. While all the plays employ similar dramatic devices for "putting skepticism on stage", the study explores how these dramas, however, give different "answers" to the challenges posed by skepticism in relation to their respective historico-cultural and "ideological" contexts.
In this volume, Kathleen Jeffs draws on first-hand experience of the Royal Shakespeare Company's rehearsal room for the 2004-05 Spanish Golden Age season to put forth a collaborative model for translating, rehearsing, and performing Spanish Golden Age drama. Building on the RSC season, the volume offers methodologies for translation and communication that can feed the creative processes of actors and directors, while maintaining an ethos of fidelity with regards to the original texts. It argues that collaboration between academics and theatre practitioners was instrumental in the success of the season and that the work carried out has repercussions for critical debate of Comedia. The volume posits a model for future productions of the Comedia in English, one that recognizes the need for the languages of the scholar and the theatre artist to be made mutually intelligible by the use of collaborative strategies, mediated by a consultant or dramaturg proficient in both tongues. This model applies more generally to theatrical collaborations involving a translator, writer and director, and will be useful for translation and performance processes in any language.
This original and thought-provoking book takes a new approach to engaging with organizational theory and making sense of organizations. Consisting of seven plays written by the author, each is followed by a stimulating commentary by a noted scholar, exploring the wider contexts and values of applying theatre to organisational environments and management education. As the first work of this type in organisational theatre, this book will be of interest to scholars in the field of organisational learning, leadership training, art management, arts-based learning and creativity innovation. Alongside the scholarly discussion, the author provides the reader with the opportunity to experience the plays and apply them to education, research and the workplace. Including seven plays and commentaries Soft Targets- Capitalist Pigs- Blasphemy & Doubt- Cow Going Abstract- The Invisible Foot The Age of Loneliness- Through the Reading Glasses
Descartes' Meditations is one of the most commonly studied texts in introductory philosophy courses. Rather than simply telling the reader what to think, Meditations invites them to undertake a philosophical journey for themselves. This book is designed to accompany readers on that journey; it prepares them for its demands, helps them to engage with each stage of the text, and suggests ways through the more difficult passages. Brandhorst offers students a fresh approach by bringing to life the path of self-discovery encapsulated in the work and maintaining the focus on metaphysics. Readers are guided through the text step-by-step, which encourages careful reading and presents them with the opportunity to learn to philosophise for themselves. This book engages with what the text says, rather than what is said about the text, in order to help readers discover - or rediscover - for themselves what Meditations has to say.
An original investigation into conjuring tricks and stage magic on the medieval stage.
Staging Women's Lives in Academia demonstrates how ostensibly personal decisions are shaped by institutions and advocates for ways that workplaces, not women, must be changed. Addressing life stages ranging from graduate school through retirement, these essays represent a gamut of institutions and women who draw upon both personal experience and scholarly expertise. The contributors contemplate the slipperiness of the very categories we construct to explain the stages of life and ask key questions, such as what does it mean to be a graduate student at fifty? Or a full professor at thirty-five? The book explores the ways women in all stages of academia feel that they are always too young or too old, too attentive to work or too overly focused on family. By including the voices of those who leave, as well as those who stay, this collection signals the need to rebuild the house of academia so that women can have not only classrooms of their own but also lives of their own.
This book considers the relationship between the vogue for putting the Ottoman Empire on the English stage and the repertory system that underpinned London playmaking. The sheer visibility of 'the Turk' in plays staged between 1567 and 1642 has tended to be interpreted as registering English attitudes to Islam, as articulating popular perceptions of Anglo-Ottoman relations, and as part of a broader interest in the wider world brought home by travellers, writers, adventurers, merchants, and diplomats. Such reports furnished playwrights with raw material which, fashioned into drama, established ‘the Turk’ as a fixture in the playhouse. But it was the demand for plays to replenish company repertories to attract London audiences that underpinned playmaking in this period. Thus this remarkable fascination for the Ottoman Empire is best understood as a product of theatre economics and the repertory system, rather than taken directly as a measure of cultural and historical engagement.
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