This thesis offers a comprehensive account of the history, forms and content of playbills and theatre programmes; of the different contexts of their physical production, dispersal and varied uses; and, beyond their immediate utility as a record of author, work, cast, place and time of performance, considers the evidence they yield of the social contexts of theatregoing. Chapter one demonstrates the ways in which diverse approaches to the classification of playbills and programmes facilitate an understanding of their most basic ingredients. Chapter two offers an account of the production and distribution of playbills and programmes from the mid-sixteenth through the early-twentieth centuries. Chapter three explores the relationship between bills of the play and other theatrical documentation. The historical considerations undertaken in the second section, chapters four through six, represent a chronological overview of the numerous developments to the form and content of the British theatre bill occurring between 1564 and 1914. The functional considerations undertaken in the final section offer an analysis of the duties fulfilled by the British theatre bill, before, during and after a production. Chapter seven is concerned with the role of the playbill in anticipation of the future, as a source of both allure and information. Chapter eight examines the role of the programme in conjunction with the present, as a guide to both the play and the theatre. Chapter nine concludes the study, discussing the role of the bill of the play in reflection on the past, as a chronicler of both theatre history and social history.

This dissertation is devoted to the stage history of Goethe’s Faust I in Imperial Russia with the goal of initiating academic discussion of this previously ignored topic. The significance of this study lies not only in the fact that it enlarges our comprehension of the play’s treatment in the Russian context, but more importantly in its direct implications for earlier studies of Russian literature in relation to Goethe’s Faust. The dissertation records analytically dramatic productions of the play before 1917 and provides a bibliography of their production, performance and reception processes. The central premise of the dissertation is that theatre is a social phenomenon, informed by the contemporary setting in which it is produced and received. With this in mind, five distinctive adaptations are investigated with the goal of identifying the peculiarities of the play’s treatment and highlighting the influences of the socio-historical factors surrounding it. In particular, this study considers the dependence of the adaptation on contemporary theatrical conventions and explores the relationship between theatre, culture and the state in Imperial Russia. It argues that a successful adaptation of Goethe’s Faust I in Imperial Russia was delayed until the flourishing of ‘directorial theatre’, which in turn opened new possibilities for future theatrical explorations of the play. The analysis describes strategies of cultural appropriation and affirms the conformity and sensitivity of theatre to the state.

Multilingual theatre offers aesthetic and socio-political outlets for theatre-makers to interrogate linguistic conventions in performance as well as to challenge social identity constructions based on language. However, a polyglossic play text poses particular challenges to translators whose goal exceeds the literary exchange of words in one language for those in another. In performance, the semantic value of speaking in an "other" language is carried in language itself; this is a translation problem if the target culture does not understand the socio-political conditions that determine the value of a speaker's language choice. This subject is here addressed via an interrogation of the meaning of language itself. An analysis of code-switching theory, paired with an examination of post-colonial and theatrical translation theories, provide the necessary framework for an analysis of how Martin Kevan translated Ne blmez jamais les Bdouins in an effort which is sensitive to the cultural context of its performance.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.F.A.)--Boston University

O tema do trabalho diz respeito ao processo de formação de espectadores. A partir das noções de experiência e hábito contempladas nas teorias de Jorge Larrosa e Virgínia Kastrup, respectivamente, partese do princípio de que o prazer estético advém do próprio experimentar, assim o hábito de ser espectador passa a ser construído, portanto, habitável. Os sujeitos da pesquisa são 20 alunos de 6° série do Ensino Fundamental da Rede Estadual de Porto Alegre, que tiveram acesso a peças teatrais ao longo de uma experiência continuada. O objetivo é discernir princípios fundamentais para a construção do gosto estético na prática do “tornar-se” espectador. Busca-se verificar quais resultados essa experiência traz para os estudantes e como pode contribuir para a transformação dos seus horizontes estéticos. / The work’s theme relates to spectator’s formation. It starts at the notions of experience and habit, contemplated in Jorge Larrosa and Virginia Kastrup theories, respectively, beginning in the principle the aesthetic pleasure comes from their own experience, so the habit of being a spectator will be built, thus habitable. The research’s subjects were 20 students of 6th grade of elementary school of the State Network of Porto Alegre, who had access to plays along a continuous experience. The aim is to discern the fundamental principles for the construction of aesthetic taste in the practice of "becoming" spectator. Research results verify this experience brings to students and how it can contribute to the transformation of their aesthetic horizons.

This dissertation seeks to address the pivotal ecological and technological realities of the twenty-first century, currently giving rise to new patterns of existence and new paradigms of human inquiry. This study will ask how technological innovation and environmental urgency have altered the ways in which human beings think, and thus perceive the world around them, changing human behavior, or non-behavior, and calling forth new imperatives for the arts, and namely for the Theatre. Most significantly, the dissertation attempts to traverse the shadow-lands, between our ecologies and our technologies, exploring those essential points of convergence in the borderlands where Eco-Theatre and New Media must find a precious balance. As digital media and new technologies continue to transcend previously conceived barriers, so do new opportunities present themselves. New forms emerge, bridging cultures, facilitating connections of thought beyond national geographic boundaries. Rising to the challenge, seeking a global, even playing ground in a liminal age of shifting, invisible borders, this dissertation addresses the current need for re-envisioning of our positionality as artists, and as citizens of the world. In conclusion, the dissertation points toward a methodology of interdisciplinary creative collaboration, of global community-based social practice art, of theatre ecology, and of active new media strategies to address the needs of this decisive age.

O tema do trabalho diz respeito ao processo de formação de espectadores. A partir das noções de experiência e hábito contempladas nas teorias de Jorge Larrosa e Virgínia Kastrup, respectivamente, partese do princípio de que o prazer estético advém do próprio experimentar, assim o hábito de ser espectador passa a ser construído, portanto, habitável. Os sujeitos da pesquisa são 20 alunos de 6° série do Ensino Fundamental da Rede Estadual de Porto Alegre, que tiveram acesso a peças teatrais ao longo de uma experiência continuada. O objetivo é discernir princípios fundamentais para a construção do gosto estético na prática do “tornar-se” espectador. Busca-se verificar quais resultados essa experiência traz para os estudantes e como pode contribuir para a transformação dos seus horizontes estéticos. / The work’s theme relates to spectator’s formation. It starts at the notions of experience and habit, contemplated in Jorge Larrosa and Virginia Kastrup theories, respectively, beginning in the principle the aesthetic pleasure comes from their own experience, so the habit of being a spectator will be built, thus habitable. The research’s subjects were 20 students of 6th grade of elementary school of the State Network of Porto Alegre, who had access to plays along a continuous experience. The aim is to discern the fundamental principles for the construction of aesthetic taste in the practice of "becoming" spectator. Research results verify this experience brings to students and how it can contribute to the transformation of their aesthetic horizons.

O tema do trabalho diz respeito ao processo de formação de espectadores. A partir das noções de experiência e hábito contempladas nas teorias de Jorge Larrosa e Virgínia Kastrup, respectivamente, partese do princípio de que o prazer estético advém do próprio experimentar, assim o hábito de ser espectador passa a ser construído, portanto, habitável. Os sujeitos da pesquisa são 20 alunos de 6° série do Ensino Fundamental da Rede Estadual de Porto Alegre, que tiveram acesso a peças teatrais ao longo de uma experiência continuada. O objetivo é discernir princípios fundamentais para a construção do gosto estético na prática do “tornar-se” espectador. Busca-se verificar quais resultados essa experiência traz para os estudantes e como pode contribuir para a transformação dos seus horizontes estéticos. / The work’s theme relates to spectator’s formation. It starts at the notions of experience and habit, contemplated in Jorge Larrosa and Virginia Kastrup theories, respectively, beginning in the principle the aesthetic pleasure comes from their own experience, so the habit of being a spectator will be built, thus habitable. The research’s subjects were 20 students of 6th grade of elementary school of the State Network of Porto Alegre, who had access to plays along a continuous experience. The aim is to discern the fundamental principles for the construction of aesthetic taste in the practice of "becoming" spectator. Research results verify this experience brings to students and how it can contribute to the transformation of their aesthetic horizons.

Educators and researchers have long discussed methods for improving student achievement in the social studies and history. Research on student attitudes reveals that the social studies suffers from a lack of interest among students. Common complaints among students are that the subject is tedious, does not relate to their lives, is not particularly useful for their future careers, is repetitive, or that it is simply boring (Schug et al., 1982}. Even when students recognize the utilitarian value of skills they learn from social studies/ history, they rarely express an interest in the subject (Chiodo, 2004). After reviewing the body of literature on student attitudes towards the social studies, Shaughnessy and Haladyna (1985} concluded, "most students in the United States, at all grade levels, find social studies to be one of the least interesting, most irrelevant subjects in the school curriculum" (p. 694). Russel and Waters (2010) linked these attitudes to the prevalence of passive learning (lecture, worksheets and other busy work, and rote memorization) within contemporary social studies classrooms. Studies examining social studies/ history education suggest that pedagogical techniques from drama/ theatre may be effective at teaching these subjects by helping students actively engage with and retain material. Drama-based strategies can be particularly effective in improving student reading skills (Rose et al., 2000). By strengthening such basic skills, drama/ theatre helps support student achievement in social studies/ history. Teaching strategies that utilize historical narrative have been shown to get students to effectively engage with and improve their understanding of social studies content (Downey et al, 1991; Brophy et al., 1991). Drama can act as a form of historical narrative and be particularly effective at reaching students (Otten et al., 2004; Jackson et al., 2005). Drama-integration methods also complement the social studies curriculum by being well suited for multicultural education practices, cross-curricular learning, and the investigation of social justice issues (Gay & Hanley, 1999; Fautely & Savage, 2011; Lement & Dunakin, 2005}.