Thesis (M.F.A.)--University of Central Florida, 2009. / Adviser: Julia Listengarten. Includes bibliographical references (p. 135-138).

In 2004, August Wilson completed Gem of the Ocean, the first play in his Pittsburgh Cycle. Seven years later, the University of Central Florida’s production of Gem of the Ocean went against what most consider traditional staging. With a Russian born director and a mostly white production team, playing to a predominately white audience, what are the challenges of accurately transforming the text to the stage, while still providing a truthful telling of a story? The following is a case study based on the idea of “active dramaturgy” or, more specifically, cultivating an atmosphere within the production that relies on critical thinking and original analytical thought to create an environment where creativity drives the work of the production. This approach is discussed by dramaturg Lenora Inez Brown in her book The Art of Active Dramaturgy. As the first play within the Pittsburgh Cycle, Gem of the Ocean represents the life of African Americans during the first decade of the twentieth century; nine more plays, respectively, represent each of the following decades. Wilson’s work closely followed the prescription adapted by African American W.E.B. Du Bois who called for theatre “by us, for us, near us, and about us” (Herrington 132). The fact that I am a white American troubles the state of the accepted norms for a Wilson theatre production. My ability to perform as a dramaturg is based on my capacity to inform and educate through whatever means necessary, not the color of my skin. Brown posits that an active dramaturg is one that “seeks ways to articulate heady ideas into active language--that is, language that a performer can easily use to shape an acting choice or a designer, a design choice” iii (xii). None of this is based on skin color, race, or religion; therefore, it was my objective as the dramaturg to stress the importance of the shared story within the play that could relate to anyone of any background. Throughout the course of this production, my major challenge as a dramaturg was to maintain the accuracy of African American representation, while working with the nontraditional, multiracial production team, on the race specific work of August Wilson. In this thesis, I explore the application of active dramaturgy on the production process

In the fall of 2007, I was cast in the University of Central Florida's production of The Piano Lesson. My thesis will examine my performance in the role of Grace, as well as understudying the role of Berniece under the direction of Professor Belinda Boyd. In addition to the performance components, my thesis materials will include historical and cultural character research and a reflective journal documenting my rehearsal and production process. My character research and journal will address questions about the characters "choices" and the relationship of their environment to views of personal responsibility and obligations in the play. I will examine the characters' relationships and situations in the play, investigating some of the decisions that these characters make in response to their cultural and social landscapes. The second part of my thesis will include research on three additional female characters from August Wilson's dramatic canon: Aunt Ester Tyler from Gem of the Ocean, Ma Rainey from Ma Rainey's Black Bottom, and Rose from Fences, which will inform my character explorations of Grace and Berniece, and the choices that I make during the rehearsal process in developing their journeys. By reading other plays by Wilson, I endeavor to deepen my understanding of the struggles of African-American women in the twentieth century, and explore how the social and economic status of black women was affected by America's changing political and social climate over several decades. In addition, I will document how my visceral experience of performing the roles of Grace and Berniece relates to my intellectual process of exploring the journeys of Aunt Ester Tyler, Ma Rainey, and Rose.

This document is an illustrated journey of my process as scenic designer for August Wilson's The Piano Lesson. produced by the University of Central Florida’s Conservatory Theater Program. The production opened on November 8, 2007 in the Backbox theatre on the university's main campus and closed on November 18, running for a total of eight performances. I begin by examining my role as the scenic designer for The Piano Lesson and follow with an explanation of experiences that were a result of the assignment. Through this process, I present a script analysis of the play, describe the design process through conversations with the artistic team, present visual research and follow it through "the build" process, to its final presentation on the UCF stage. As a whole, this paper is a comment on the potential that theater has to bring different cultures together and how I, a twenty-two year old white male, could connect with August Wilson's play The Piano Lesson1 which is rooted in the African American culture. Race is a major component that I explore throughout my reflection of my experience with The Piano Lesson. This paper also documents personal experiences that I had as a direct result of working on The Piano Lesson at the University of Central Florida. I document winning the National Award for Scenic Design in 2008 from the Kennedy Center American College Theater Festival for my design. I also report about the summer I spent at the Eugene O'Neill Theater Center, where The Piano Lesson was originally work-shopped in 1986. Finally, I write about my visit to the Hill District in Pittsburgh, PA, where August Wilson grew up and where The Piano Lesson is set Each of these experiences are connected to my initial assignment at the University of Central Florida as scenic designer for August Wilson's, The Piano Lesson.

Despite the apparent hegemony of vision in racial categorization, historically vocality has borne the brunt of as much racial presumption as physical appearance. This project explores ideas about Blackness, and how the voice in performance engenders conversations on racial authenticity within the United States. Broadly, the work examines how “sounding Black” functions within dramatic performance, and how wider concerns of racial identity adhere to a performer’s vocal choices. The contextualization of racialized sound presented in this project begins with an historical overview of how a “Blackness of tongue” has been framed in U.S. theatrical performance from the early 1800s through the 1960s. It then addresses the dynamics of voice and racial authenticity through two performance case studies: August Wilson’s The Piano Lesson and Adrienne Kennedy’s Funnyhouse of a Negro. These cases will be used to explore how issues of racial authenticity thrive in the space between vocal sound production and perception. As case studies based on specific productions of these two plays, text, directorial choices, and the vocal characteristics of the actors themselves occupy equal space at the center of each analysis. At a deeper level, this research seeks an understanding of the cultural assumptions that support the idea of a uniquely Black vocal sound, and what that sound purchases within American societies. In addressing both the phonological and the interpretive qualities of these performances, the central research concerns of this project attempt to pinpoint with more accuracy how voice, fore-grounded in performance, triggers different sets of assumptions that have been commonly identified as a significant component of Blackness / text