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Tim Burtons films are largely thought to be exercises in style over content, and film adaptations in general are largely thought to be lesser than their source works. In this project, I argue that Burtons film <i>Sleepy Hollow</i>, an adaptation of Washington Irvings Legend of Sleepy Hollow, expresses his artistic message, that imagination and the irrational are equally valuable lenses through which to view the world as scientific process and reason are, while simultaneously complicating the thematic concerns of the longstanding myth of the headless horseman, the supernatural versus the natural and the irrational versus the rational, and relating them to his personal anxieties about the parent child relationship. I do so by drawing parallels between the film and its immediate source as well as <i>Sir Gawain and the Green Knight</i>, another chapter in the headless horseman myth, and two horror films from the 1960s. I compare the narrative structure, character relationships, thematic concerns, and cultural anxieties expressed in both the film and <i>Sir Gawain and the Green Knight</i> to demonstrate that the film argues for a worldview allowing the natural and the supernatural and the rational and the irrational to coexist. I also point to the visual references Burton makes to scenes from Roger Cormans <i>The Pit and the Pendulum</i> and Mario Bavas <i>La Maschera del Demonio</i>, illustrating the manner in which they complicate the myths thematic concerns. My argument adds to Hand and McRoys assertion that horror film adaptations are a form of myth-making and to the growing sense that there is more to Burtons art than flashy visuals.

Tim Burtons films are largely thought to be exercises in style over content, and film adaptations in general are largely thought to be lesser than their source works. In this project, I argue that Burtons film <i>Sleepy Hollow</i>, an adaptation of Washington Irvings Legend of Sleepy Hollow, expresses his artistic message, that imagination and the irrational are equally valuable lenses through which to view the world as scientific process and reason are, while simultaneously complicating the thematic concerns of the longstanding myth of the headless horseman, the supernatural versus the natural and the irrational versus the rational, and relating them to his personal anxieties about the parent child relationship. I do so by drawing parallels between the film and its immediate source as well as <i>Sir Gawain and the Green Knight</i>, another chapter in the headless horseman myth, and two horror films from the 1960s. I compare the narrative structure, character relationships, thematic concerns, and cultural anxieties expressed in both the film and <i>Sir Gawain and the Green Knight</i> to demonstrate that the film argues for a worldview allowing the natural and the supernatural and the rational and the irrational to coexist. I also point to the visual references Burton makes to scenes from Roger Cormans <i>The Pit and the Pendulum</i> and Mario Bavas <i>La Maschera del Demonio</i>, illustrating the manner in which they complicate the myths thematic concerns. My argument adds to Hand and McRoys assertion that horror film adaptations are a form of myth-making and to the growing sense that there is more to Burtons art than flashy visuals.

Au cours d’une longue carrière, Michel Saint-Denis a développé un système de pratiques pédagogiques pour le training de l’acteur qui contribue à la formation des nouvelles générations d’acteurs anglophones et francophones. La recherche menée pour cette thèse a donc coïncidé avec une enquête sur la genèse et les transformations de cette pédagogie de l’acteur, organisée en un ensemble d’enseignements, au sein des écoles d’art dramatique fondées par Saint-Denis, à partir du London Theatre Studio. Sa formation auprès de Jacques Copeau méritait sans doute un examen approfondi et détaillé, car les techniques pour acteurs assimilées à l’École du Vieux-Colombier et avec les Copiaus en Bourgogne ont contribué à la composition des principes pédagogiques et conceptuels au sein desquels son training a été construit. L’œuvre de Saint-Denis apparaît exemplaire, justement parce qu’à son arrivée en Angleterre dans les années 1930, tout d’abord en tant que directeur de la Compagnie des Quinze puis en tant que pédagogue d’acteurs, il se propose comme porteur de nouvelles pratiques au sein d’une culture théâtrale dans laquelle la formation de l’acteur - telle que considérée par Copeau et ses héritiers élèves - n’était pas envisagée. Cette thèse vise donc à retracer le training de l’acteur par Saint-Denis en tant que méthode pédagogique, et donc la normalisation des pratiques développées par Copeau au sein de l’École du Vieux-Colombier et avec les Copiaus, et leur inclusion dans le contexte théâtral anglophone. Saint- Denis a été le premier à traduire les chemins de recherche pédagogique de Copeau en une méthode figée et définie. / The transmission of acting training is a complex and often controversial topic within theatre studies. Within this scholarly discourse, Michel Saint-Denis’s actor pedagogy, often neglected by theatre historians, is an exemplary case study for two main reasons: Saint-Denis (Jacques Copeau’s nephew, student and one of his major heirs) was the first who translated the acting practices rediscovered in the École du Vieux-Colombier and by the Copiaus group into a fixed and defined method; he led and adapted Copeau’s teachings in the anglophone theatrical world. This dissertation explores the first institutional context created by Saint-Denis, that also constitutes the prototype of his pedagogy: the London Theatre Studio, founded in 1935 and active until the outbreak of World War II. What I wish to investigate is the transition from an entirely experimental practice – that is, the research undertaken by Copeau with his pupils at the École du Vieux Colombier and in Burgundy – to a proper method. This system was conceived for being transmitted, and therefore systematized, in a fixed and strictly normative structure – In other words, standardised. Saint-Denis appears to be the custodian of Copeau’s legacy, responsible for translating a combination of experimental workshops into a structured method and for their further development in acting schools programs. Furthermore, upon his relocation from France to England, Saint-Denis becomes the link between two different theatre cultures. / La principale finalità di questo lavoro di ricerca è quella di apportare un contributo allo studio dell’allenamento attoriale, secondo una prospettiva storica. La pedagogia dell’attore di Michel Saint-Denis, che ha dedicato gran parte della sua vita all’acting training, è spesso ignorata dagli storici del teatro, nonostante rappresenti, invece, un caso di studio esemplare. Nipote, allievo e tra i principali eredi di Jacques Copeau, è stato il primo a tradurre le pratiche riscoperte e sviluppate all’École du Vieux-Colombier e dai Copiaus, di cui aveva fatto esperienza diretta, in un metodo fisso e definito, e ha traghettato e adattato gli insegnamenti di Copeau nel mondo teatrale anglofono. Ripercorrendo e approfondendo il suo percorso di apprendistato, lo studio effettua un lavoro di ricostruzione e analisi del primo contesto istituzionale creato da Saint-Denis, che costituisce il prototipo della sua pedagogia: il London Theatre Studio, fondato nel 1935 e attivo fino all’inizio della Seconda guerra mondiale. Ciò che ci interessa indagare è il passaggio da un insieme di pratiche sperimentali – ovvero le ricerche effettuate dal Patron con gli allievi dell’École du Vieux Colombier e con i Copiaus in Borgogna – a un metodo pensato per essere trasmesso e dunque sistematizzato in una struttura normativa fissa, rigida. Della cultura attoriale che discende da Copeau, Saint-Denis sembra essere il custode: il primo a tradurre un insieme di pratiche sperimentali in un metodo fisso, inserito in un’istituzione formativa convenzionale. Ma non solo: con il trasferimento in Inghilterra, Saint-Denis diviene anello di congiunzione tra due culture teatrali tra loro diversissime.