Ce mémoire de maîtrise aborde la notion de personnage dans trois œuvres du dramaturge québécois Étienne Lepage. Il vise dans un premier temps à cerner en quoi cette forme du personnage de théâtre se distingue des théories existantes sur le sujet, notamment celle de l’impersonnage de Jean-Pierre Sarrazac. Il s’agit de cerner les caractéristiques propres à ce personnage « en devenir », animé par le mouvement qui négocie sa construction dans un dialogue avec le récepteur. Cette étude centrée sur l’analyse du texte de théâtre puise ses fondements des observations des théoriciens de théâtre (Szondi, Lehmann, Abirached, Sarrazac) sur cette crise traversée par le personnage. La seconde partie s’attarde au rôle occupé par le récepteur au sein du texte dramatique. Les intégrations du récepteur lui confèrent un rôle actif, il se fait co-créateur. L’analyse du traitement que Lepage fait du temps immédiat et de l’espace décloisonné montre comment ces éléments contribuent à aménager cette place au récepteur. En dernier lieu, le monologue comme seul mode possible d’expression occupe une part significative dans cette réflexion sur le personnage de la dramaturgie d’Étienne Lepage. Au confluent des études sur le personnage, des théories de la réception et de la construction de l’identité, cette étude s’emploie à cerner le personnage « en devenir ». / This master’s thesis addresses the notion of character in three works by Quebec playwright Étienne Lepage. First, it aims to identify how this form of the theater character differs from the existing theories on the subject, in particular, Jean-Pierre Sarrazac’s "impersonnage" theory. The aim is to identify the characteristics specific to this "evolving" character, driven by the movement that negotiates its construction in a dialogue with the receiver. This study, which focuses on the analysis of the theater text, draws its foundations from the observations of the theater theorists (Szondi, Lehmann, Abirached, Sarrazac) on this crisis experienced by the character. The second part focuses on the role of the receiver in the dramatic text. The integrations of the receiver give him an active role; he becomes co-creator. The analysis of Lepage’s treatment of immediate time and open space shows how these elements contribute to the arrangement of this space for the receiver. Finally, the monologue as the only possible mode of expression occupies a significant part of this reflection on the character of Étienne Lepage’s dramaturgy. At the confluence of character studies, reception theories and identity construction, this study seeks to identify the character "in the making".

Les nouvelles modalités d’énonciation explorées par le théâtre contemporain remettent en question la notion traditionnelle de dialogue. L’usage plus extensif du monologue, souvent considéré à tort comme s’inscrivant à l’opposé du dialogue et utilisé avec parcimonie dans le théâtre classique, conquiert la scène autant au Québec qu’à l’international et instaure un nouveau rapport entre la scène et la salle. Le volet création, I Sorel, explore comment trois solitudes se rencontrent sans se parler à travers un lieu partagé et par le jeu des croisements entre les monologues. Inspirée par l’art japonais du kintsugi, la pièce cherche à dévoiler la beauté des fissures et des imperfections de la langue, des lieux et des gens. L’essai porte sur l’usage singulier qui est fait des monologues au sein de Billy [les jours de hurlement] et en interroge les modalités et les effets sur l’élaboration de l’action dramatique et sur la construction du rapport au spectateur. / The new modalities of enunciation explored by contemporary theater challenge the traditional notion of dialogue. A more extensive use of the monologue, often mistakenly considered to be the opposite of dialogue and used sparingly in classical theater, is conquering the stage both in Quebec and internationally, establishing a new relationship between the stage and the audience. The creation, I Sorel, explores how, through a shared space and by the way their lonely voices intertwine, three solitudes meet without speaking. Inspired by the Japanese art of kintsugi, the play aims to reveal the beauty in the cracks and imperfections of language, places and people. The essay examines the singular use of monologues in Billy [les jours de hurlement] and questions their modalities and effects on the elaboration of the dramatic action and on the relationship the play establishes with its spectator.

In the attempt to let it speak its own name, authors of fiction have since the turn of the 20th century developed increasingly nuanced representations of madness. Such complicated productions of literary madness, I suggest, can be understood in terms of a rich fusion of philosophical inquiry and narratology. Through a reading of László Krasznahorkai’s novel War and War, I highlight how madness is staged as a form of extreme alienation resulting from a process of anticommunicative monologic speech. Building from Paul Buchholz concept of verbal nihilism, I argue that the protagonist of Krasznahorkai’s novel is engaged in an unsustainable process of creative unmaking that leads to madness and his suicide. Further, as enabled by Krasznahorkai’s use of narrative ambiguity, my analysis will also shed light on some of the ways that literature can engage with the theoretical and philosophical traditions of the problem of madness. Though some critics would argue that the novel’s extratextual footprint is suggestive of an attempt at reaching out to a community of outsiders, my analysis argues that the text’s overall trajectory of creative unmaking points to their identity as ultimately empty signifiers.

Esta pesquisa tem como objetivo apresentar o desenvolvimento do trabalho artísticopedagógico- teatral de Maria Osipovna Knebel (1898 - 1985). Focamo-nos na criação e no desdobramento de sua filosofia pedagógica, bem como analisamos e discutimos o monólogo interior. No Primeiro Capítulo, enfatizamos a relação de Knebel com Mikhail Tchekhov (1891 - 1965) e os caminhos que levaram-na a seguir a carreira teatral. Dentro desse contexto, fazemos uma breve análise sobre o trabalho improvisacional tchekhoviano e sua influência sobre a formação da diretorapedagoga. Em um salto, vamos da primeira classe de Knebel para o convite de Konstantin Stanislavski (1863 - 1938) para que ela fosse sua ajudante no Estúdio Operístico-Dramático. Procuramos situar a relação política e artística desenvolvida nesse local, dando relevância à renovação do \"sistema\" feita por Stanislavski. Igualmente, buscamos colocar em foco a questão da \'análise do papel durante a ação\', mais conhecida como análise ativa. Nesse ponto, verticalizamo-nos na prospecção pela inteligência e nos études. O Segundo Capítulo também está dividido em duas partes. Em um primeiro momento, discutimos o segundo plano na direção de Vladmir Ivanovitch Nemirovitch-Dantchenko (1858 - 1943). Procuramos salientar a irradiação do pensamento no trabalho ator-personagem e a maneira que esse elemento pode ser corporificado pelo intérprete no trabalho criativo da cena; principalmente no que tange aos momentos de silêncio da obra teatral. Esmiuçamos a visão crítica e o aprendizado sobre questões de direção que Knebel aponta em Nemirovitch-Dantchenko, na condução de Os Courantes do Kremlin de Nicolai F. Pagodin (1900 - 1962), em 1940. Pensando na ação prática da pedagogia knebeliana, levantamos o desenvolvimento de seu trabalho na GITIS (Academia Russa de Artes Cênicas), com apontamentos e referência ao Teatro Central da Criança de Moscou. Expomos a relação aberta de sua pedagogia com Aleksei Dmitrievitch Popov (1892 -- 1961) na verticalização sobre a necessidade de perceber primeiro a experiência no mundo e, posteriormente, traduzi-las sensível, crítica e artisticamente na composição cênica. Sempre numa condução pedagógica libertária e holística. No Terceiro Capítulo discutimos o conceito de monólogo e solilóquio, monólogo interior e fluxo de consciência, tendo como base os conceitos e terminologias da literatura e, posteriormente, do teatro. Ainda sobre o monólogo interior, debatemos a sua importância com os demais elementos do \"sistema\" e sua conjugação no trabalho de Knebel como diretora-pedagoga. Procuramos examinar as relações da criação do monólogo interior e a formação do pensamento na criação, segundo as teorias de Lev Semenivitch Vigotski (1896 - 1934), apontado para as questões sociais, políticas, culturais, ideológicas no desenvolvimento da obra teatral / This research has as objective to present the development of the artisticpedagogical- theatrical of Maria Osipovna Knebel (1898 - 1985). We focused on the creation and deployment of her Pedagogical Philosophy, as well as analyzed and discussed the inner monologue. On the first Chapter, we\'ve had focused on the relationship between Michael Chekhov (1891 - 1965) and on the ways that took her to follow the theatrical career. Inside this context, we did a brief analysis about the improvisational Chechovian and its influence on the Director-Pedagogue\'s formation. Taking a leap, we go from Keble\'s first class to the invitation from Konstantin Stanislavsky (1863 - 1938) for her to be his assistant of the Opera-Dramatic Studio. We\'ve tried to put the political artistic relationship developed in this scenario, giving relevancy to the system\'s renovation done by Stanislavski. Equally, we tried to put the \'analysis of the role during the action\' in focus, more known as active analysis. At this point, we deepen in the prospecting from the intelligence and etudes. The Second Chapter is also divided in two parts. At first, we have discussed the second plan, at the Vladímir Ivânovitch Nemirovich-Danchenko´s direction (1858 - 1943). We have tried to accentuate the radiation of the thinking on the work actor-character and on the way that its element could be internalized by the actor on the scene´s creative work; mainly about the theatrical work moments of silence. We went deep on the critical view and learning about the direction that Knebel point in Nemirovitch- Danchenko, on the conduction of Kremlin Courante by Nicolai F. Pagodin (1900 - 1962) in 1940. Thinking of the practical action of the knebelian pedagogy, we put together it work development at GITIS (Russian Academy of Theatre Arts), with notes and references to the Central Children\'s Theatre. We exposed the open relation on her pedagogy with Alexei Dmitrievich Popov (1892 - 1961), deepen about the necessity on notice, first the experience inside the world and after it, translate it in a sensible-critic-artistic way on the scenic composition. Always in a pedagogical emancipating and holistic leading way. On the Third Chapter we discussed the monologue and soliloquy concept, inner monologue and conscience flow, taking the concepts and literature´s terminologies and, after from the theater. Still on the inner monologue, we discussed its importance with other elements from the \"system\" and its conjugation on Keble\'s work as the director-pedagogue. We´ve tried to look over the relationships on the inner monologue´s creation and on the formation of the thought in the creation process, according to Lev Semyonovich Vygotsky\'s theory (1896 - 1934), pointing to social, politics and ideological on the development of the theatrical piece

Made available in DSpace on 2016-08-10T11:06:52Z (GMT). No. of bitstreams: 1 CLESSIO PEREIRA BASTOS.pdf: 867810 bytes, checksum: 5a2f69fc9c1080af8f638c462cb0e6dd (MD5) Previous issue date: 2013-02-18 / This dissertation brings to the reader a study of the evolution of the novel production techniques, involving their new directions, since the late nineteenth century, when the text have left to be a mirror of visible factors to become a sort of magnifying glass that enlarges, for the reader, various aspects of the human perceptions. This research aims to show the route taken by the techniques of literary production and so to examine attentively the current resources used by authors in preparing their narratives in order to place the human being and its key issues at the center of cogitations. To reach this objective, we must reflect on how previous methods were unable to bring the reader into the text, making his or her its coauthor. What was called here new novel resulted from transformations faced by literature, technology and psychoanalysis in the period after the Industrial Revolution, when Sigmund Freud showed with his studies the bottomless pit of human consciousness. Since then, the art undertook itself to deepen this gap in order to set man in his innermost and purest reality. Given this new possibility, Literary Criticism had to change their methods of analysis and to discuss these new forms arising in the current context. Basing on this new building whose component parts include the interior monologue, the stream of consciousness and philosophical aspects relating to language , the novel Manual da paixão solitária, by Moacyr Scliar and Jabuti Award winner in 2009 in the category fiction, served as our object of analysis. Through a skillful "unreading", this book provides a kaleidoscopic view of the story originally found in chapter 38 ofthe Book of Genesis. To achieve this study, we made use of the literary and philosophical reflections by Humphrey (1976), Rosenthal (1974) and Costa (2008), among others, as theorical basis for this research. / Faz-se, nesta dissertação, um estudo sobre a evolução das técnicas de produção romanesca, envolvendo seus novos rumos, a partir do final do século XIX, quando o texto deixa de ser espelho de fatores visíveis para se transformar numa espécie de lupa que amplia, para o leitor, variados aspectos das percepções humanas. Esta pesquisa tem por fim evidenciar o percurso feito pelas técnicas de produção literária e deter-se, de forma mais cuidadosa, nos atuais recursos utilizados pelos autores na elaboração de suas narrativas, de modo a colocar o ser humano e suas questões fundamentais no centro das cogitações. Para tanto, é preciso refletir sobre como os métodos anteriores eram incapazes de trazer o leitor para dentro do texto, tornando-o então seu coautor. O que aqui foi denominado de novo romance resultou das transformações da literatura, da tecnologia e da psicanálise, no período posterior à revolução industrial, quando Sigmund Freud evidenciou com seus estudos o poço sem fundo da consciência humana. A partir de então, a arte empreendeu-se em aprofundar neste abismo, com o fim de configurar o homem em sua realidade mais íntima e mais pura. Diante desta nova possibilidade, a Crítica Literária precisou modificar seus métodos de análise e discutir essas novas formas surgidas no atual contexto. Fundamentando-se nessa nova construção, da qual faz parte o monólogo interior, o fluxo da consciência, e aspectos filosóficos referentes à linguagem, o romance Manual da paixão solitária, de Moacyr Scliar, vencedor do prêmio Jabuti, em 2009, na modalidade ficção, serviu-nos de objeto de análise. Por meio de uma habilidosa desleitura, este livro possibilita uma visão caleidoscópica do relato originalmente encontrado no capítulo 38 do livro de Gênesis. Para concretizar tal estudo, serviram de lastro para esta pesquisa, as reflexões literárias e filosóficas de Humphrey (1976), Rosenthal (1974) e Costa (2008) entre outros.

Master's thesis is devoted to the dialogue between image and word. Two different approaches are developed in the theoretical part. First, a word as part of a figurative expression, then an image assuming function that usually belongs to words. The second part is the main focus of the whole work, which is the diary as a medium dealing with both ways of expression. In the following chapters of the theoretical part, we are looking for the principles of diary in various examples of fine arts. Their definition opens up space for the author's - practical part. There are four different ways of the diary forms presented in practical part. The work experiments with expression between images and words to free diary from conventions and traditional ways. Similarly, the didactic part elaborates two innovative realized art projects. The first presents the concept of author identification with a fictitious character and its subsequent diary creation. In the second, the theme of the diary is demonstrated in form of a profile on the Facebook social network, which arises from the imaginary creation of an "updated artist". The master's thesis brings the original author's view into the interpretation of the visual arts through the principles of diary creation, their essence is subsequently documented and disseminated...

Le discours indirect libre (DIL) en russe contemporain est envisagé dans le double rapport qu’il entretient avec, d’une part, d’autres formes du discours rapporté et, d’autre part, les formes de représentation des pensées dans le texte narratif appelées ici « à effet de DIL ». L’étude établit une gradation du DIL, qui s’étend de la forme subordonnée jusqu’à la forme non subordonnée qui fusionnant avec le récit. Divers marqueurs sémantico-syntaxiques sont étudiés et comparés avec l’expression du DIL en français. Un panorama large du DIL subordonné est esquissé, qui met en évidence la nécessité du concept de continuum dans le système du discours rapporté. Pour identifier le DIL, nous proposons d’examiner si les paroles peuvent vraisemblablement faire l’objet d’une verbalisation et si celle-ci peut se présenter sous cette forme dans l’énoncé d’origine. Pour le DIL non subordonné, les marqueurs expressifs sont étudiés en comparaison avec les formes « à effet de DIL », avec lesquelles il est souvent confondu. La position centrale de la thèse consiste à dire que, dans le DIL, il existe toujours une trace de la présence du narrateur : si cette présence ne se trouve pas dans le choix des termes de l’énoncé rapporté, elle se signale dans la disposition de cet énoncé au sein du récit, par le jeu des énoncés primaires et/ou des connecteurs qui peuvent jouer un rôle définitoire dans la stratégie narrative du récit. / Free indirect speech (FID) in Russian is compared, on the one hand, with other forms of reported speech and, on the other hand, with the representation of reported thought in narration. The dissertation draws up a gradation of FID. FID can be represented by subordinate and non-subordinate forms that can be integrated in the narration. Different semantic and syntactic markers in Russian are studied and compared with the markers in French. An outline of subordinate FID shows the necessity of the concept of continuum in the system of reported speech.The enunciation-centered description of FID is proposed : it is necessary to test if the utterance representing the reported speech or thought can be verbalised. If so, the test of transposition into the direct speech is implemented in order to discover whether or not this reported speech would be actually pronounced in the way it is reported. In the section which deals with non-subordinated FID, the expressive markers are studied and compared with other forms called « FID-effect forms », which are often confused with FID. The main point of the dissertation is about showing that FID always contains a trace of the narrator which can be seen in the choice of a term in the utterance, or by the disposition of the FID-utterance in the structure of the text. This trace can also be designated by the utterance clauses and (or) by the connectors that can have an important function in the narrative strategy of the text.

Esta pesquisa tem como objetivo apresentar o desenvolvimento do trabalho artísticopedagógico- teatral de Maria Osipovna Knebel (1898 - 1985). Focamo-nos na criação e no desdobramento de sua filosofia pedagógica, bem como analisamos e discutimos o monólogo interior. No Primeiro Capítulo, enfatizamos a relação de Knebel com Mikhail Tchekhov (1891 - 1965) e os caminhos que levaram-na a seguir a carreira teatral. Dentro desse contexto, fazemos uma breve análise sobre o trabalho improvisacional tchekhoviano e sua influência sobre a formação da diretorapedagoga. Em um salto, vamos da primeira classe de Knebel para o convite de Konstantin Stanislavski (1863 - 1938) para que ela fosse sua ajudante no Estúdio Operístico-Dramático. Procuramos situar a relação política e artística desenvolvida nesse local, dando relevância à renovação do \"sistema\" feita por Stanislavski. Igualmente, buscamos colocar em foco a questão da \'análise do papel durante a ação\', mais conhecida como análise ativa. Nesse ponto, verticalizamo-nos na prospecção pela inteligência e nos études. O Segundo Capítulo também está dividido em duas partes. Em um primeiro momento, discutimos o segundo plano na direção de Vladmir Ivanovitch Nemirovitch-Dantchenko (1858 - 1943). Procuramos salientar a irradiação do pensamento no trabalho ator-personagem e a maneira que esse elemento pode ser corporificado pelo intérprete no trabalho criativo da cena; principalmente no que tange aos momentos de silêncio da obra teatral. Esmiuçamos a visão crítica e o aprendizado sobre questões de direção que Knebel aponta em Nemirovitch-Dantchenko, na condução de Os Courantes do Kremlin de Nicolai F. Pagodin (1900 - 1962), em 1940. Pensando na ação prática da pedagogia knebeliana, levantamos o desenvolvimento de seu trabalho na GITIS (Academia Russa de Artes Cênicas), com apontamentos e referência ao Teatro Central da Criança de Moscou. Expomos a relação aberta de sua pedagogia com Aleksei Dmitrievitch Popov (1892 -- 1961) na verticalização sobre a necessidade de perceber primeiro a experiência no mundo e, posteriormente, traduzi-las sensível, crítica e artisticamente na composição cênica. Sempre numa condução pedagógica libertária e holística. No Terceiro Capítulo discutimos o conceito de monólogo e solilóquio, monólogo interior e fluxo de consciência, tendo como base os conceitos e terminologias da literatura e, posteriormente, do teatro. Ainda sobre o monólogo interior, debatemos a sua importância com os demais elementos do \"sistema\" e sua conjugação no trabalho de Knebel como diretora-pedagoga. Procuramos examinar as relações da criação do monólogo interior e a formação do pensamento na criação, segundo as teorias de Lev Semenivitch Vigotski (1896 - 1934), apontado para as questões sociais, políticas, culturais, ideológicas no desenvolvimento da obra teatral / This research has as objective to present the development of the artisticpedagogical- theatrical of Maria Osipovna Knebel (1898 - 1985). We focused on the creation and deployment of her Pedagogical Philosophy, as well as analyzed and discussed the inner monologue. On the first Chapter, we\'ve had focused on the relationship between Michael Chekhov (1891 - 1965) and on the ways that took her to follow the theatrical career. Inside this context, we did a brief analysis about the improvisational Chechovian and its influence on the Director-Pedagogue\'s formation. Taking a leap, we go from Keble\'s first class to the invitation from Konstantin Stanislavsky (1863 - 1938) for her to be his assistant of the Opera-Dramatic Studio. We\'ve tried to put the political artistic relationship developed in this scenario, giving relevancy to the system\'s renovation done by Stanislavski. Equally, we tried to put the \'analysis of the role during the action\' in focus, more known as active analysis. At this point, we deepen in the prospecting from the intelligence and etudes. The Second Chapter is also divided in two parts. At first, we have discussed the second plan, at the Vladímir Ivânovitch Nemirovich-Danchenko´s direction (1858 - 1943). We have tried to accentuate the radiation of the thinking on the work actor-character and on the way that its element could be internalized by the actor on the scene´s creative work; mainly about the theatrical work moments of silence. We went deep on the critical view and learning about the direction that Knebel point in Nemirovitch- Danchenko, on the conduction of Kremlin Courante by Nicolai F. Pagodin (1900 - 1962) in 1940. Thinking of the practical action of the knebelian pedagogy, we put together it work development at GITIS (Russian Academy of Theatre Arts), with notes and references to the Central Children\'s Theatre. We exposed the open relation on her pedagogy with Alexei Dmitrievich Popov (1892 - 1961), deepen about the necessity on notice, first the experience inside the world and after it, translate it in a sensible-critic-artistic way on the scenic composition. Always in a pedagogical emancipating and holistic leading way. On the Third Chapter we discussed the monologue and soliloquy concept, inner monologue and conscience flow, taking the concepts and literature´s terminologies and, after from the theater. Still on the inner monologue, we discussed its importance with other elements from the \"system\" and its conjugation on Keble\'s work as the director-pedagogue. We´ve tried to look over the relationships on the inner monologue´s creation and on the formation of the thought in the creation process, according to Lev Semyonovich Vygotsky\'s theory (1896 - 1934), pointing to social, politics and ideological on the development of the theatrical piece

Die Promotionsarbeit untersucht ca. 600 Stücke aus der Zeit von den ersten Vorläufern des Sturm und Drang bis zur Märzrevolution auf die Darstellung und die dramaturgische Funktion des Todes. Nachdem sie zunächst klärt, auf welche Weise der Tod dem Publikum bzw. dem Leser vermittelt wird, folgt eine Untersuchung im Hinblick auf vier verschiedene Aspekte: Struktur, Sprechakte, Szenenbilder und Figuren. Dabei werden unter anderem der Einfluss der Position des Todes im Stück auf dessen Darstellung geklärt, die typischen Merkmale des Sterbemonologs erläutert, das Arrangieren von Leichen im Szenenbild beschrieben und das Verhältnis des Todes von Haupt- und Nebenfiguren untersucht. In einem abschließenden Teil werden die einzelnen Ergebnisse zu einer Dramaturgie des Sterbens verknüpft und deren Leitlinien herausgearbeitet. / The dissertation examines about 600 plays from the time of the first precursors of the Sturm und Drang up to the March Revolution on the depiction and dramaturgical function of death. After first clarifying the way in which death is conveyed to the public or the reader, an investigation follows with regard to four different aspects: structure, speech acts, scene images and characters. Among other things, it clarifies the influence of the position of death in the play on its representation, explains the typical features of the death monologue, describes the arrangement of corpses in the scene and examines the relationship between the death of main and minor characters. In a concluding part, the individual results are linked to a dramaturgy of dying and its guidelines are explained.

Ce rapport de synthèse retrace mon parcours d'enseignement et de recherche, et expose ma position théorique et mes perspectives de recherche