Dépôt version complète / Cette thèse aborde la composition pour le ciné-concert au travers du prisme de la recherche- création. Je décris mon processus créatif de compositeur pour ce spectacle et fait état des différentes influences, culturelles, autobiographiques, théoriques qui l’ont nourri et fait évoluer. Je dégage de ce parcours créatif des éléments qui permettraient de définir le ciné-concert comme un spectacle à part entière – et à enrichir – dans le panorama artistique contemporain. Cette définition passe par une cartographie du dispositif ciné-concert, riche et composite du fait de son interdisciplinarité : cinéma, musique en direct, mise en espace du dispositif. Avec le réseau de tenseurs établi par cette cartographie, je veux montrer les intersections prégnantes que j’ai privilégiées dans mon travail. Je situe ces intersections dans la déconstruction historique du ciné-concert, un travail matérialiste de l’imaginaire, et une conception de la forme comme transformation musicale des affects. / This thesis approaches the composition for the ciné-concert through the prism of research-creation. As a composer, I describe my creative process through the different cultural, autobiographical, and theoretical influences that have nourished it and made it evolve. From this process, I identify elements that would define the cine-concert as a show in its own right – and to be enriched – in the contemporary artistic panorama. This definition goes through a cartography of the ciné-concert’s rich and composite apparatus, because of its interdisciplinarity: cinema, live music, staging. With the network of tensors established by this mapping, I want to show the significant intersections that I have privileged in my work. I situate these intersections in the historical deconstruction of the cine-concert, a materialist work of the imagination, and a conception of form as a musical transformation of affects.

Les premiers films chinois sont des documentaires de l’opéras traditionnels. Le langage cinématographique dans le cinéma chinois est née avec Tragédie de l’opium de 1916. L’industrie du cinéma a été fondée dans les années vingt avec la naissance de nombreux studios et avec une production débordante de long-métrage qui est très proche des films hollywoodiens. Le cinéma muet chinois est toujours présent dans les années trente. La mise en scène manifeste une conception cinématographique moderne en gardant la continuité de l’espace-temps. Dans l’utilisation du mouvement de caméra, SUN Yu garde une conception d’espace-temps rationaliste occidentale, tandis que FEI Mu respecte la fluidité d'image. Il y a trois styles principaux des cinéastes du muet : le "théâtre filmée", le modèle hollywoodien chinois et l’école de l’esthétique traditionnelle. La "tradition" du cinéma chinois n’est pas bien formée à l’époque du muet, pourtant elle est une tendance remarquable. Elle devient dans le début des années quarante avec le film parlant une conception générale de l’esthétique cinématographique qui est différente du cinéma d’autres pays. Elle se caractérise, par l’intégralité du plan avec l’utilisation fréquente du plan-séquence et le travelling continue. Cette esthétique cinématographique est influencée profondément par l’opéra traditionnel et la peinture chinoise, qui manifeste l’esprit de l’esthétique chinoise traditionnelle. La "tradition" du cinéma chinois se continue dans les films chinois d’aujourd’hui, pourtant, elle se trouve plutôt dans les films d’art. / The earliest film in China was the documentary of Chinese opera. It was the first time that the film language appeared in Victims of Opium of 1916. In the 1920s, the Chinese film industry came into being, building up many film studios and producing a quantity of Hollywood style feature films. The production of Chinese silent films had never stopped until the 1930s, when the concept of mise en scène had begun to pay attention to the continuity of time and space, showing the concept of modern film. As for the motion photography, the rational concepts of time and space in the West have been revealed in SUN Yu’s films while FEI Mu has created the implicit images by using motion photography. Thus, in the 1930s, there were three major types of film aesthetic tendencies: the dramatic films, Hollywood-style films and the films with Chinese traditional aesthetic tendency. In the silent era of films, the tradition had become the apparent aesthetic tendency in Chinese films, but it hadn’t developed into the mature film style. Not until the beginning of the 1940s of sound films had this tendency become a distinct national characteristic, which were keeping the integrity of single shot, frequently using le plan-séquence and ongoing motion photography. Chinese traditional opera and paintings have great influence on this film aesthetics, which shows Chinese traditional aesthetics revealed in the film art. The tradition in Chinese films has also been shown in today’s Chinese films; however, it is a style of the art film rather than the film aesthetics of those hot commercial films.

Ce projet a vu le jour afin de tirer de l'oubli un artiste dramatique nommé Romuald Joubé, né en 1876 et décédé en 1949. Cet homme était mon ancêtre, c'est l'oubli familial et collectif dont il a été victime qui a suscité la réalisation de ce travail. Il a eu la particularité de devenir un acteur reconnu au théâtre et au cinéma muet, en traversant deux guerres mondiales. Cette biographie s'attache à faire découvrir l'évolution du jeune comédien et celle du milieu théâtral et cinématographique de la première moitié du XXe siècle. Son parcours le mène de Saint-Gaudens à Paris, de l'Odéon à la Comédie-Française, des tournées européennes aux tournées internationales où il côtoie les grands noms du théâtre et du cinéma tels qu'André Antoine, Sarah Bernhardt, Abel Gance. Devenu une vedette il ne renie jamais sa région pyrénéenne où il crée un théâtre de verdure et défend ardemment le théâtre de plein air jusqu'à la fin de sa vie. Son éclectisme lui permet d'interpréter différents répertoires. Aussi remet-il en cause certaines idées reçues sur l'histoire du monde théâtral, par exemple le clivage entre Théâtre commercial et Théâtre littéraire. Acteur du cinéma muet, il est aussi intéressé par la radiophonie en 1936 et plus tard il fera une expérience au cinéma parlant avec Sacha Guitry. Homme entre tradition et modernité, Joubé révèle les ambiguïtés du monde artistique en temps de guerre. Cet homme aux multiples dons, à la fois acteur, dessinateur, peintre, spécialiste de la langue gasconne, se battra jusqu'à sa mort pour défendre l'art de qualité pour tous, sans jamais oublier sa famille et ses racines. / This project has been conceived to get out of oblivion Romuald Joubé (1876-1949). He was a professional dramatic artist and an ancestor of mine. Because of this familial and collective forgetting of the great works of Joubé, the main goal of this thesis is to reveal his biography. He became a famous and talented theatre and silent movie actor by crossing two world wars.This biography presents the evolution of Joubé as a young stage actor as well as the evolution of theatre and cinema during the first part of the twentieth century. From Saint-Gaudens (France) to Paris, and from Odéon to the Comédie-Française, Joubé met some of the great actors such as André Antoine, Sarah Bernhardt or Abel Gance. Even if he became famous at Paris, he did not forget his native region: Southwest of France and the Pyrénées. He created an open-air theater in this region. Until the end of his life, he promoted the open-air theatre. Joubé could play many different roles. He was also a silent film actor. Then in 1936, he got interested in radio. He accepted then sound films with Sacha Guitry. Tradition and modernity characterize this major and forgotten actor of the twentieth century. The biography of Joubé also brings us into the lives of artists of this period. Finally, Joubé, as an actor but also as a painter, a draughtsman and a defender of Gascon language. He will fight up to his dead to defend the quality art for all, without over forgetting his family and his region.

This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences at school, as a secondary school student, an ESL teacher and, later, as a teacher trainer. Consequently, these experiences led me to explore alternative or supplementary teaching methodologies that could enhance the ESL learning experience, drawing initially from drama techniques such as those advocated by Maley and Duff (1983), Wessels (1987), and Di Pietro (1983), and later from process drama pedagogies such as those advocated by Greenwood (2005); Heathcote and Bolton (1995); Kao and O'Neill (1998), and Miller and Saxton (2004). This thesis is an account of my own exploration in adapting drama pedagogies to ESL/EFL teaching. It examines ways in which drama pedagogies might increase motivation and competency in English language learning. The main methodology of the study is that of reflective practice (e.g. Griffiths & Tann, 1992; Zeichner & Liston, 1996). It tracks a learning journey, where I critically reflect on my learning, exploring and implementing such pedagogical approaches as well as evaluate their impact on my students’ learning. These critical reflections arise from three case studies, based on three different contexts: the first a New Zealand English for Speakers of Other Languages (ESOL) class in an intermediate school, the second a Malaysian ESL class in a rural secondary school, and the third an English proficiency class of adult learners in a language school. Data for the study were obtained through the following: research journal and reflective memo; observation and field notes; interview; social media; students’ class work; discussion with co-researchers; and through the literature of the field. A major teaching methodology that emerges from the reflective cycles is that of staging the textbook, where the textbook section to be used for the teaching programme is distilled, and the key focuses of the language, skills, vocabulary, and themes to be learnt are identified and extracted. A layer of drama is matched with these distilled elements and then ‘staged’ on top of the textbook unit, incorporating context-setting opportunities, potential for a story, potential for tension or complication, and the target language elements. The findings that emerge through critical reflection in the study relate to the drama methodologies that I learn and acquire, the impact of these methodologies on students, the role of culture in the application of drama methodologies, and language learning and acquisition. These findings have a number of implications. Firstly, they show how an English Language Teaching (ELT) practitioner might use drama methodologies and what their impact is on student learning. While the focus is primarily on the Malaysian context, aspects of the findings may resonate internationally. Secondly, they suggest a model of reflective practice that can be used by other ELT practitioners who are interested in using drama methodologies in their teaching. Thirdly, these findings also point towards the development of a more comprehensive syllabus for using drama pedagogies, as well as the development of reflective practice, in the teacher training programmes in Malaysia. The use of drama pedagogies for language learning is a field that has not been researched in a Malaysian context. Therefore, this account of reflective practice offers a platform for further research and reflection in this context.