The Meisner Technique emerged as a part of the realist, modern theatre of the early-Twentieth Century and extended its influence through the rest of that century, including the 1960s and 1970s when there was an explosion of various forms of postmodern performance. This work will demonstrate that while Meisner’s Technique is a part of the paradigm of modern, realist theatre, it simultaneously challenges this ideology with disruptive processes of the sort that postmodern performance instigates. It is the thesis of this work that the Meisner Technique operates according to a set of phenomenologically-aligned imperatives that create strong resonances with certain forms of postmodern performance. This establishes the dynamic wherein the Meisner Technique is able to enter into discourse with instances of the postmodern paradigm of performance. In the first three chapters I will conduct in-depth analyses of Meisner actors’ relationships with their environment, their fellow performers, and their actions from a range of phenomenological perspectives. In the fourth chapter I will apply the conclusions of these analyses to the operation of the Meisner Technique within the paradigm of modern, realist theatre. In the fifth chapter I will set a backdrop to the postmodern field and suggest the issues from this tradition with which the Meisner Technique might resonate. Chapters Six, Seven, and Eight each take one example of an artist from the postmodern field, Richard Foreman, Michael Kirby, and Robert Wilson respectively, establishes their own particular context, and suggests those processes relating to acting/performing technique that might provoke the most productive exchanges. This juxtaposition suggests the places between the practices where discourse might take root and suggests the beginnings of such dialogues.

Cette mémoire est une analyse du subtexte immanent dans le roman « 1979 » (2001) de Christian Kracht, auteur suisse, qui est le plus connu pour son début « Faserland » (1995). Ces oeuvres sont situées dans le mouvement de la littérature Pop allemande des années 1990 et en résultent en même temps. Dans ce contexte, le climat socio-politique après la réunification, notamment le Literaturstreit, jouera un rôle important dans mon interprétation comme fond de la poésie de Kracht. J’exposerai les difficultés que le discours de la littérature Pop porte en ce qui concerne l’œuvre de cet auteur, qui, même s’il est vu en général comme fondateur de ce genre littéraire en Allemagne, ne considère pas ses textes comme littérature Pop dans ses déclarations notoirement problématiques. Je devrais objecter que Kracht est en combat avec la littérature Pop d’une façon stylistique et pas rarement ironique, ce qui traverse la définition étroite dominante. Il fait cela en adoptant sur l’un côté le trait le plus signifiant du genre, à savoir le caractère superficiel extrêmement descriptif et en transmettant sur l’autre côté un message moral profond, ce qui rend impossible la classification de ses textes comme Pop, signifiant seulement le divertissement ou l’archivisme de Moritz Bassler. En fait, la fréquence de signifiants de Pop dans les textes de Kracht créent par leur arrangement un réseau de sens qui, dans le paradigme post- moderne, peut être décrit le mieux avec le terme « rhizome » de Gilles Deleuze et Félix Guattari. En faisant ça, Kracht suit une autre tradition qui traverse les limites de la littérature Pop, comme il se sert de la décadence, de l’esthétisme et du symbolisme du fin-du-siècle d’un Hugo von Hofmannsthal, d’un Stefan George et d’un Joris-Karl Huysmans avec leurs pointes de mise en garde contre les déficits du modernisme, du libéralisme et du capitalisme, d’une façon nommée « fondamentalisme esthétique » par le sociologiste Stefan Breuer. Cette recherche se référera aux interprétations originales des textes source, aux évaluations de littérature d’accompagnement, à savoir des manuels scolaires en critique littéraire, en sociologie et en histoire allemande, aux comptes rendu, dissertations et entrevues et aux textes philosophiques. Cette mémoire est écrit en allemand. / This master's thesis is an analysis of the subtext immanent in the novel "1979" (2001) by Swiss author, Christian Kracht, who is best known for his debut, "Faserland" (1995). These works are situated in and result from the 1990's movement of German pop literature. In that context, the socio-political climate after the re-unification, most notably the Literaturstreit, plays an important role in my interpretation as the background to Kracht's poetics. I delineate the difficulties that the pop literature discourse carries both, as a literary category and in regard to this author's work, taking into consideration his notoriously problematic statements to the effect that he does not consider his texts to be pop literature, in spite of being commonly regarded as the founder of this literary form in Germany. I shall argue that Kracht engages in a stylistic and more often than not ironic play with pop literature, which transgresses the dominant narrow definition of it. He does so by adopting on the one hand its most-defining feature of extreme descriptive superficiality, yet by conveying on the other hand a moral message of profound dimensions, which renders impossible the classification of his texts as pop, neither in the sense of mere entertainment nor in the sense of Moritz Bassler’s archivism. In fact, the very arsenal of pop signifiers present in Kracht's texts create through their arrangement a web of meaning, which in the post-modern paradigm can be best described with Gilles Deleuze's and Félix Guattari's term “rhizome." By doing so Kracht follows in the footsteps of another tradition which transgresses the boundaries of pop literature, as he reaches back to the aestheticistic décadence and symbolism at the fin-de-siècle of a Hugo von Hofmannsthal, a Stefan George, and a Joris-Karl Huysmans, with their strong undertones of warnings against the shortfalls of modernism, liberalism, and capitalism, in a fashion that is termed “aesthetic fundamentalism” by Stefan Breuer. This research draws on original interpretations of the source texts, on evaluations of secondary literature such as scholarly works in German literary criticism, sociology and history, on book reviews, essays and interviews, and on philosophical texts. The thesis is written in German. / Gegenstand der vorliegenden Arbeit ist der narrative Subtext im Roman 1979 (2001) des Schweizer Autoren Christian Kracht, der vor allem mit seinem Romandebüt Faserland (1995) bekannt wurde. Seine Texte stehen im Zusammenhang mit der Neuen Deutschen Popliteratur der 90er Jahre. In diesem Kontext hat auch das soziokulturelle Klima nach der Wiedervereinigung eine wichtige Rolle, das sich am prägnantesten im Literaturstreit äußerte, weshalb dieser in der hier vorgenommenen Intepretation von Krachts Poetik seinen Platz findet. Außerdem soll aufgezeigt werden, inwieweit die Neue Deutsche Popliteratur sowohl als gattungstechnische Kategorie als auch im Bezug auf Krachts Werk problematisch ist. Dies entspricht den Beteuerungen des Autors, dass er keine Popliteratur schreibe, obwohl er als ihr Gründer gilt. Das Argument dieser Arbeit ist, dass Kracht auf stilistische und oft ironische Weise mit Popliteratur spielt, wodurch er die bestehende enge Definition dieser transgressiert. Da er einerseits das bezeichnenste Merkmal von Popliteratur, nämlich die Oberflächenbeschreibung, übernimmt, andererseits aber dadurch eine tiefe moralische Aussage macht, lassen sich seine Texte nicht als Pop verorten,weder als Unterhaltung, noch im Sinne von Moritz Baßlers Archivismus. Vielmehr ergeben die von Kracht versammelten Pop-Signifikanten in ihrer Vernetzung ein Sinngebäude, das in postmoderner Parlanz mit Gilles Deleuze und Félix Guattari als „Rhizom“ bezeichnet werden kann. Indem Kracht so verfährt, knüpft er ebenfalls an eine Tradition jenseits von Popliteratur an, und zwar an die ästhetizistische décadence und den Symbolismus des fin de siècle eines Hugo von Hofmannsthal, Stefan George und Joris-Karl Huysmans, sowie deren Warnungen vor den Mängeln des Modernismus, Liberalismus und Kapitalismus, wobei diese Einstellung von Stefan Breuer als ästhetischer Fundamentalismus bezeichnet wird.

Film abstrait peint à la main sur de la pellicule recyclée, The Dante Quartet de Stan Brakhage est une adaptation personnelle de La divine comédie de Dante. Agissant comme un palimpseste où chaque couche révèle des éléments caractéristiques de l’oeuvre du cinéaste ainsi que l’influence de certains poètes et artistes, The Dante Quartet reprend certaines caractéristiques de l’ekphrasis. Dans ce mémoire, je travaille avec l’hypothèse heuristique que The Dante Quartet est une ekphrasis, et plus précisément une ekphrasis inversée. Ce mémoire s’intéresse à ce qui reste du pré-texte après son passage d’un média à un autre. Compte tenu du laps temporel qui sépare ces deux œuvres, il est aussi question d’influences contemporaines au travail de Brakhage. Le cinéaste basant son travail sur les phénomènes de vision (et plus particulièrement sur les visions hypnagogiques dans le cas qui m’occupe), le point sera fait sur la pensée de Brakhage à ce sujet, pensée qu’il expose dans son livre-manifeste Metaphors on Vision. / The Dante Quartet by Stan Brakhage is a personal adaptation of The Divine Comedy of Dante who took the form of an abstract movie made from hand painted images on recycled footage. Acting as a palimpsest in which each layer reveals characteristic features of Brakhage's work and the influence of different poets and artists on it, The Dante Quartet also includes some features of ekphrasis. In this thesis, I work with the heuristic assumption that The Dante Quartet is an ekphrasis, specifically a reverse ekphrasis. This thesis looks at what remains of the pre-text after the transfer from one medium to another. Given the temporal interval between these two works, I will also discuss of certain contemporary influences to Brakhage's work. As the filmmaker based his work on vision phenomena (especially on hypnagogic visions in that movie), the point will be made regarding Brakhage's thinking about this, thought that he describes in his manifesto Metaphors on Vision.

Main focus of this work is to compare and map the evolution of primal sources of inspiration in Czech art in the years 1980-2015. It brings the overview of the authors, who adopted the elements of visual reality, and describes the ways how they used it in their works. Highlighted are the authors whose works are influenced by some of the following topics: commerce and kitch, pornography, comic books, graffiti and street art, folklore, culture of natural nation and childs drawings. Reasons and motivation of the authors for using these extraordinary ways of expression are also clarified. The main part of the work is completed by a context of the exhibitions which took place in the defined time period and follow the topic. It is possible to imagine the evolution and the meaning of primal sources of inspiration in the context of post modern art, according to the basis of the discovered findings.

Ce travail part du constat d’une crise persistante de l’institution scolaire française fondée sur le modèle républicain. Dès les années 1970, les sociologues « conflictualistes » ont disséqué et dénoncé les mécanismes qui font de l’école un facteur de reproduction des inégalités sociales. Au fil des gouvernements successifs ont été mises en œuvre de multiples politiques éducatives souvent au détriment de la cohérence et de l’efficacité. Les enjeux de la massification ont également pesé sur l’organisation et l’efficacité de l’école. De multiples indices révèlent une dégradation du climat scolaire ainsi qu’une baisse récurrente des performances scolaires des élèves, ainsi que le montrent notamment les enquêtes du Programme international pour le suivi des acquis des élèves (PISA). L’école française, formatée sur les valeurs de la modernité, apparaît aujourd’hui en rupture avec l’environnement sociétal et en perte d’efficacité.Il est proposé une analyse du phénomène à la lumière du paradigme de la postmodernité. L’institution scolaire fonctionne selon un système de valeurs hérité de l’époque moderne, caractérisée par la rationalité et la verticalité, l’individu étant supposé se conformer à un modèle. Ces valeurs, à l’image des institutions républicaines traditionnelles, apparaissent saturées et ne fonctionnent plus. Or, l’époque postmoderne se caractérise par l’émergence d’une topique de l’horizontalité, une nouvelle conception de l’altérité, une éthique de l’instant, une nouvelle conception de l’altérité. On observe également une résurgence d’archaïsmes et des valeurs du sensible. Cet ensemble de phénomènes, caractéristique des tendances à l’œuvre dans les sociétés postmodernes, opère une mutation des mentalités et des représentations, notamment chez les jeunes. En restant imperméable à ce nouvel environnement sociétal, l’institution scolaire républicaine est en discordance avec les individus qu’elle est en charge de former, et de ce fait, se disqualifie, devient inadaptée et « imperformante ».Une mutation pédagogique s’est amorcée au cours du 20ème siècle, grâce aux apports de la psychologie, et en premier lieu du constructivisme, dans le sens d’une meilleure mobilisation des fonctions psychologiques de l’individu en faveur de l’apprentissage. A partir des années 1960, l’évolution de la pédagogie a pu s’appuyer sur les travaux des psychologues humanistes qui ont amélioré la compréhension les mécanismes de la motivation et mis en évidence l’importance de concepts tels que l’estime de soi. Ces concepts ont contribué à une mutation pédagogique, qui s’est par ailleurs appuyée sur les recherches « processus-produits » ainsi que sur les pratiques réflexives d’enseignants. Cependant il apparaît manifestement que les apports de la psychologie et les résultats de ces recherches sont insuffisamment intégrés concrètement dans le processus éducatif en France.En tout état de cause, il demeure que la mutation pédagogique est inachevée tant que l’école ne se met pas au diapason de l’environnement sociétal. Selon le paradigme des théories de Jung appliquées à l’éducation, nous mettons l’accent sur le caractère archétypal de la relation enseignant-élève. Nous soulignons en outre des convergences avec les théories sur l’imaginaire. Nous entendons démontrer que la mise en œuvre appropriée d’une éducation « archétypale », tirant parti de la sensibilité, de l’intuition, de l’empathie et de la mise en résonance constitue un puissant vecteur d’éducation. La voie recherchée est celle de l’initiation de l’élève à la connaissance et à la valorisation de ses potentiels personnels. L’instauration d’une telle relation éducative repose actuellement sur une démarche individuelle de l’enseignant. Elle implique de ce dernier un travail préalable d’auto analyse. En conclusion, l’incorporation de ces concepts dans l’organisation de l’institution éducative... / This research starts from the observation of an ongoing crisis of French educational institution based on the republican model. By the 1970s, the "conflictualists" sociologists have studied and denounced the mechanisms that make the school a factor of the continuation of social inequality. Previous governments have implemented numerous educational policies often at the expense of consistency and efficiency. The challenges of dealing with a massive system and efficiency of the school. There are indications of deterioration in the school climate as well as recurrent lower academic performance of students, as shown by surveys such as Program for International Student Assessment (PISA). French schools based on modern values at odds with the social environment and loss of efficiency.We propose to conduct an analysis of the French schools in the light of the paradigm of postmodernity. French educational institution operates on a system of values inherited from the modern era, characterized by rationality and verticality, (i.e. transfer of knowledge from the top down) the individual is expected to conform to a model. These values, like traditional republican institutions are obsolete and no longer work. However, the postmodern era is characterized by the emergence of a topical horizontality (i.e. learning from your peers and your teacher), a new concept of interpersonal relationships and communication with each other. There is also a resurgence of archaic and sensitive values. These are phenomena characteristic of trends in postmodern societies, influencing attitudes and representations, particularly among young people. Remaining impervious to the new social environment, the Republican school institution is in discordance with the people in which is in charge of training, and thus, becomes inadequate and "unperformant."Pedagogical transformation began in the 20th century, thanks to the contributions of psychology, including constructivism in the sense of a better mobilization of psychological functions of the individual. From the 1960s, the evolution of pedagogy in theory relies on the work of humanist psychologists who have improved the understanding of the mechanisms of motivation and highlighted the importance of concepts such as self-esteem. These concepts have contributed to educational changes, which have supported research on "process-product" and the reflective practices of teachers. However, it clearly appears that the contributions of psychology and the results of these studies are insufficiently integrated practice in the educational process in France.The fact remains that educational change is incomplete as the school is not attuned to the social environment. The paradigm theories of Jung applied to education, focused on the archetypal nature of the teacher-student relationship. In addition, we further stress, convergence with theories of imagination. We intend to demonstrate that the proper implementation of an "archetypal" education, leveraging the sensitivity, intuition, empathy and the “resonance” is a powerful contributor to education. The goal is to seat the connection between student knowledge and enhancement of personal potential. The establishment of such an educational relationship is currently based on an individual approach of the teacher including their own self analysis in order to improve the transfer of knowledge.In conclusion, the incorporation of these concepts in the organization of the educational institution would require a thorough overhaul of the educational process, but also the recruitment and training of teachers.

Die Philosophie der Postmoderne sieht sich als eine Bewegung der Befreiung und der kulturellen Emanzipation. Von ihrer anti-totalitären Inspiration her ist die postmoderne Philosophie mit der Hoffnung auf ein Nachkriegs-Zeitalter verbunden, weil sie mit der Zeit der Totalitäten auch die Zeit des Krieges hinter sich bringen zu können glaubt. Hingegen zeigt eine Diskursanalyse der Schriften von drei Philosophen, die für das Gedankengebäude der philosophischen Postmoderne von zentraler Bedeutung sind - Jean-Francois Lyotard, Jean Baudrillard und Paul Virilio - zwei besondere Widersprüche auf, welche die pluralistische Option der postmodernen Philosophie in Frage stellen und damit auch ihren Anspruch, mit dem Zeitalter der Totalisierungen die Versuche zur gewaltsamen Assimilation des Anderen zu beenden und eine Rehabilitation der Anerkennung kultureller Unterschiede herbeizuführen. Zum einen beinhaltet der postmoderne philosophische Diskurs keine Ausbildung einer "positiven Barbarei" (Lyotard), sondern eine negativ konnotierte, anarchische Regellosigkeit. Zum anderen ist auch die Idee von der Differenz als der "ontologischen Dignität" der Postmoderne in sich inkohärent; vielmehr ist in postmodernem Gedankengut ein fundamentaler Entdifferenzierungsprozess angelegt. Aufgrund dieser inhärenten Widersprüche können postmoderne Theoretiker zu einer Ausbreitung eben jenes Gedankenguts und jenes Gewaltpotentials beitragen, dessen Verschwinden sie ursprünglich beabsichtigten. Wo immer heute, im Zeitalter eines entstehenden Welt-Innenraums und der vielfältigen interkulturellen Kontakte, das Konzept von Postmodernität als ein Programm zur besseren Akzeptanz des kulturell Anderen und zur Erziehung der verschiedenen Akteure im Geist der Toleranz ins Gespräch gebracht werden sollte, ist daher Skepsis angebracht. / The philosophy of the postmodern regards itself as a movement of liberation and cultural emancipation. In view of its anti-totalitarian inspiration postmodern philosophy is linked with the hope of a post-war age, because it believes it can put the times of war behind it together with the times of totalities. A discourse analysis of the writings of three philosophers who are of central importance for the body of ideas of the philosophical postmodern - Jean-Francois Lyotard, Jean Baudrillard und Paul Virilio - however reveals two particular contradictions which place a question mark against the pluralistic option of postmodern philosophy and hence against its claim to end the attempts at violent assimilation of the other together with the end of the age of totalization and to bring about a rehabilitation of the recognition of cultural differences. On the one hand the postmodern philosophical discourse does not comprise the evolution of a "positive barbarity" (Lyotard) but an anarchical lack of rules with negative connotations. On the other hand the idea of difference as the "ontological dignity" of the postmodern is in itself incoherent; it is rather the case that postmodern thought involves a fundamental process of de-differentiation. Because of these inherent contradictions in postmodern discourse postmodern theoreticians can contribute to the spread of precisely those ideas and that potential for violence whose disappearance they originally intended. Wherever today, in the age of a developing world inner space and of a multiplicity of intercultural contacts, attempts are made to propose the concept of postmodernity as a programme for the better acceptance of the cultural other and for the education of the various actors in a spirit of tolerance, these must be encountered with scepticism.

Made available in DSpace on 2017-07-21T20:32:06Z (GMT). No. of bitstreams: 1 Juliano Marcelino Deitos.pdf: 1128526 bytes, checksum: 35129731e232b0d50b3bcfb791e99768 (MD5) Previous issue date: 2014-03-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to analyze the National General Curriculum Guidelines for Basic Education 2010 - DCNs/10, in order to understand the theoretical foundations, from the formulations and forwards the so call postmodern agenda. It seeks to dialectically apprehend the contradictions and antagonisms in that capital, labor and state relationship, as components of the social metabolism system of the capital, and its influences in relation to the debate called postmodern agenda in education. It seeks to highlight the limits and possibilities of education in historical and dialectical materialist perspective. The study's bibliographic and documentary and takes place from the theoretical contributions of Marx, Engels, Mészáros, Lukács, Lessa, Tonet,Moraes and others. In the first chapter, we seek to clarify the mediations, contradictions and antagonisms present between labor, capital and the state and its impact on education and human development. Seeks to demonstrate the changes in the economic, political, social and educational context, based on productions that discuss content covered in the chapter. From this, we use them for contributions, especially of: Marx, Engels, Mészáros, Lukács, Tonet, Lessa, Gounet, Kuenzer, and Pinto Antunes. The second chapter seeks to highlight pertinent to the debate called postmodern agenda and its relationship to the process of organizing and structuring of capital issues and their influences to the area of educational research in Brazil. To do so, we highlight relevant questions about a possible genesis of discussions about the postmodern elements of its ideological base schedule, and conceptualization. Authors from different theoretical perspectives were used in the study, such as:Anderson, Harvey, Lyotard, Eagleton, Kumar, Freitas, Moraes, Wood, Kaplan and others. In the third chapter, we seek to analyze what influences and foundations of postmodern schedule are present in the National Curriculum Guidelines General for Basic Education 2010 - DCNs/10, which corresponds to the CNE/CEB nº 7/2010e the CNE/CEB nº 4/2010. In this sense, some important points are evident from the proceedings on the formulation of such legislation and analysis of assumptions related to the postmodern present in the documents schedule categories. , Among others, the contributions of Shiroma, Moraes, Evangelista, Gomes, Tonet and others were used. From the analysis, it was possible to identify some influences of postmodern agenda in the National Curriculum Guidelines for General Basic Education - DCNs/10 such as: a) hybridity, volatility and uncertainty; b)multiculturalism and decentralization of the working class; c) the centrality of education in defense of citizenship and democracy. These categories showed that the postmodern schedule is constituted as an ideology closely linked to the need for expanding the capital, made possible through the educational policy constitutes the mediations as an extension of social reproduction. / A presente pesquisa tem como objetivo analisar as Diretrizes Curriculares Nacionais Gerais para a Educação Básica de 2010 – DCNs/10, na perspectiva de compreender os fundamentos teóricos, a partir das formulações e encaminhamentos da chamada agenda pós-moderna. Procura-se apreender dialeticamente as contradições e antagonismos presentes na relação capital, trabalho e Estado, entendidos como componentes do sistema de sociometabolismo do capital, e suas influências em relação ao debate da denominada agenda pós-moderna na educação. Busca-se evidenciar os limites e possibilidades da educação numa perspectiva materialista histórica e dialética. O estudo é bibliográfico e documental e realiza-se a partir das contribuições teóricas de Marx, Engels, Mészáros, Lukács, Lessa, Tonet, Moraes e outros. No primeiro capítulo, busca-se explicitar as mediações, contradições e antagonismos presentes entre trabalho, capital e Estado e seus desdobramentos para a educação e a formação humana. Busca-se evidenciar as mudanças ocorridas no contexto econômico, político, social e educacional, com base nas produções que discutem o conteúdo abordado no capítulo. A partir disso, utilizamo-nos das contribuições, sobretudo, de: Marx, Engels, Mészáros, Lukács, Tonet, Lessa, Gounet, Kuenzer, Antunes e Pinto. No segundo capítulo, procura-se evidenciar questões pertinentes ao debate da chamada agenda pós-moderna e sua relação com o processo de organização e estruturação do capital, bem como as suas influências para a área da pesquisa educacional no Brasil. Para tanto, destaca-se questões relevantes sobre uma possível gênese das discussões sobre a agenda pós-moderna, conceituação e elementos da sua base ideológica. Autores de diferentes correntes teóricas foram utilizados no estudo, tais como: Anderson, Harvey, Lyotard, Eagleton, Kumar, Freitas, Moraes, Wood, Kaplan e outros. No terceiro capítulo, busca-se analisar quais as influências e fundamentos da agenda pós-moderna estão presentes nas Diretrizes Curriculares Nacionais Gerais para a Educação Básica de 2010 – DCNs/10, as quais correspondem ao Parecer CNE/CEB nº 7/2010 e a Resolução CNE/CEB nº 4/2010. Nesse sentido, são evidenciados alguns pontos relevantes do processo referente à formulação de tal legislação e a análise das categorias relacionadas aos pressupostos da agenda pós-moderna presentes nos documentos. Foram utilizadas, entre outras, as contribuições de Shiroma, Moraes, Evangelista, Gomes, Tonet e outros. A partir da análise, foi possível identificar algumas influências da agenda pós-moderna nas Diretrizes Curriculares Nacionais Gerais para a Educação Básica – DCNs/10, tais como: a) o hibridismo, a volatilidade e a incerteza; b) o multiculturalismo e a descentralização da classe trabalhadora; c) a centralidade da educação na defesa da cidadania e da democracia. Tais categorias demonstraram que a agenda pós-moderna se constitui como uma ideologia estreitamente ligada à necessidade de ampliação do capital que, viabilizada por meio da política educacional, se constitui como uma extensão das mediações de reprodução social.

Tato diplomová práce zmapuje románovou tvorbu současného italského spisovatele Alessandra Baricca. Úvodem bude představen autor v kontextu současné italské prózy. V další části práce nastíníme charakteristiku postmoderního románu, zejména pokud jde o tříštění či dekompozici prostoru, času, příběhu a s tím související žánrovou heterogennost textu. V centrální části práce rozebereme jednotlivá díla, přičemž se budeme soustředit jak na příběh, jeho hlavní motivy a témata, tak na jeho kompozici a strukturu. Ve čtvrté kapitole využijeme dílčích analýz jako východiska ke komparativnímu přístupu k textům a pokusíme se najít společné i odlišné konstrukční principy jejich výstavby a návratná témata či motivické konstanty Bariccových próz. Závěrem zhodnotíme přínos tvorby Alessandra Baricca pro současnou italskou prózu.

The influence of new media on theatrical practice over the past fifty years has spurred a movement towards theatrical forms which are increasingly organized around the sensory elements of performance. This change is most noticeable in the visual approaches to theatre, and it has produced what I have labeled a theatre of visuality. This thesis argues that the tendencies for visualization found in visual media have extensively marked the performance strategies of contemporary theatre practice, resulting in a shift away from the logocentric dramatic text and towards theatre performance organized around the visual. Looking at four contemporary productions of Georg Buchner’s Woyzeck –Thomas Ostermeier’s Woyzeck (2005), Vesturport’s Woyzeck (2005), Robert Wilson’s Woyzeck (2000), and Josef Nadj’s Woyzeck ou l’Ébauche du Vertige (1994)– this thesis produces a preliminary typology of four distinct visualities/theatrical forms which make up the theatre of visuality: hyperrealism, synesthesia, superficiality, and visual narration. This thesis contributes to the conceptualization and understanding of postdramatic theatre by linking the theatre’s rejection of the text to the increased centrality of the visual in performance, and by tracing these shifts to the influence of visual media.

No description available.