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The Canadian popular theatre movement's refusal to accept one of the key binary oppositions that organizes Euroamerican theatre practice, the split between community-based and professional theatre, makes it a particularly interesting subject of inquiry for theatre scholars. This dissertation develops a methodology for analyzing this movement by approaching theatre, not as a unified institution or a series of texts, but as a mode of cognition that can overcome another of the basic binary oppositions of modern Euroamerican thought, the opposition between mind and body. Following an introductory chapter that situates the Canadian popular theatre movement in the context of recent Canadian theatre history and of other popular theatre movements around the world, a theoretical chapter lays the foundation for this methodology by exploring such key terms as "community," "professional," and "theatrical." It suggests that theatre is a particularly appropriate cognitive tool for building participatory community in heterogeneous social milieus. Chapters 3, 4, and 5 analyze three stages in the popular theatre process in these terms. Chapter 3 looks at how methods of organizing community workshops put in place particular forms of community. Chapter 4 explores the ways in which the dramaturgic structures of plays created by Headlines Theatre, the Theatre Parminou, and Red Roots Community Theatre are formed both by their creation processes and by their analyses of the problems in the dominant public spheres of the larger society. Chapter 5 looks at the specific contribution professional theatre workers make in focusing audience attention on key elements in community participants' stories. The dissertation concludes by suggesting that popular theatre events can be most fairly evaluated by looking at their contribution to the creation of new categories of thought through which we might publicly discuss and enact truly participatory communities.

<p> This paper aspires to perform an analysis of Early Modern character by thinking of character as a formative process, spanning playwriting to part-learning to dramatic performance. My analysis, which will focus on Shakespeare's <i> Coriolanus</i> and <i>Julius Caesar</i>, dismisses any notion of the Shakespeare play as holistic or complete text. I draw from Tiffany Stern and Simon Palfrey's <i>Shakespeare in Parts</i>, which establishes a methodology for the analysis of "part" or "cue" scripts, texts that feature a single character's lines amputated from the larger play. </p><p> In the Early Modern period, an actor's "part" or "side" would have included his own lines and the cues he needed to know to enter the scene or begin speaking. The part would have been learned in isolation, so the actor would have relied on cues to understand how his role fit into the larger play. I argue that the function of isolated parts and cues, or the last three to five words of any character's lines, is currently underestimated in critical analysis of Shakespeare texts, especially in literary close readings that focus on "character." </p><p> The textual space that Palfrey and Stern label the "cue space" continues to be underestimated, I imagine, because critics still view this space as an overly speculative construct. It is true that we cannot speak concretely about what an Early Modern actor would or would not have done, but we can highlight the implications of a potential performance decision. Cues, sites of stability surrounded by malleability, are ripe with potential performance decisions. By drawing from a methodology grounded in an understanding of parts and cues, we may more clearly contextualize the combative collaboration between actor and playwright through which character is formed.</p>

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 148-154).

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 251-261).

Thèse--Université de Paris. / "Bibliographie": p. [235]-267.

Thesis--Basel. / Vita. Includes indexes. Includes bibliographical references (p. 350-368).

Thesis (M.S.)--University of Wisconsin--Madison, 1958. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf [109]).

Thesis (doctoral)--Friedrich-Wilhelms-Universität zu Berlin. / Contains only the 2nd and 3rd chapters of the whole work. Vita. Bibliography: p. [63]-68.

Thesis (Ph. D.)--State University of New York at Buffalo, 1994. / Includes bibliographical references (leaves 578-607).