This thesis explores the major works of Neil LaBute's career as a playwright and screenwriter, including the criticism he has received on theatrical and literary levels. The themes most prevalent in the thesis are the use of power and manipulation in the relationships between LaBute's characters and the ongoing maturation of his characters that coincides with the maturation of his work. The second section of the thesis follows the production, directing, and acting in LaBute's play Some Girl(s).

This thesis is a monograph on The Play about the Norberg Strike 1891–92, a pioneering project and performance relating to working-class cultural expressions. The project was initiated in the summer of 1975, and the first successful performances were held in June and July 1977. The democracy of cultural life was very positively manifested in The Play and in Swedish media, it was described as the first working-class play. It served as a model for other similar productions, set in many places in Sweden. The investigation began with field studies, which facilitated the choice of a suitable theory. A starting-point was that a specific working-class culture exists, subordinated to the dominant middle class culture. Social class distinction is an underlying concept for hegemony, and also for the spanning theoretical framework used in my investigation. It comprises a public sphere theory, formulated by Oskar Negt and Alexander Kluge in their book Öffentlichkeit und Erfahrung (1972). Their concept counter-public sphere is applied to The Play. The main purpose was to describe the characteristic features of The Play, by delineating and analysing the production phase, particularly the aesthetically elaborated parts, i.e. the script production, the staging, the performance, and the reception, all consistent with the working-class culture and the local conditions in Norberg. A more subordinated purpose was to complete the common definition of the term working-class play. The Play about the Norberg Strike succeeded in putting the negative influences of the bourgeois public sphere aside, replacing it with positive categories. The work processes were of vital importance, as was the forming of new platforms and communication channels based on the local working-class experiences and lives. Consequently, The Play became a genuine expression and a solid breakthrough for working-class experiences.

Made available in DSpace on 2014-06-11T19:22:27Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-08-11Bitstream added on 2014-06-13T20:49:01Z : No. of bitstreams: 1 carvalho_mb_me_ia.pdf: 3042861 bytes, checksum: 672f91b0f04453a3d15bca43d3826f67 (MD5) / Universidade Estadual Paulista (UNESP) / A matéria de que trata essa dissertação é a pedagogia teatral desenvolvida por Myrian Muniz, que consiste em uma prática que lança um olhar muito particular sobre o trabalho do ator e é resultado de um amálgama composto por experiências de formação, vivências importantes e influências decisivas. Tendo formado várias gerações de artistas, ela ocupa, sem dúvida alguma, posição de destaque no cenário de ensino do teatro no Brasil. Myrian acreditava que a atividade teatral possibilitava um intercâmbio de conhecimentos, criando assim um espaço para olhar e ser olhado, tocar e ser tocado, influenciar e ser influenciado: base fundamental sobre a qual desenvolveu sua atuação como pedagoga do teatro. Este trabalho resgata os processos pedagógicos utilizados por Myrian Muniz e identifica uma linha de trabalho dentro do ensino do teatro que está apoiada no autoconhecimento, na reflexão crítica do trabalho do ator e no estabelecimento de uma relação harmoniosa entre indivíduos interessados em desenvolver uma prática teatral / The subject of this thesis is the theatrical pedagogy developed by Myrian Muniz based on a practice that sets a very unique look over the acting work, resulting in an amalgam made of important lifelong and upbringing experiences and decisive influences. Being responsible for the formation of many generations of artists, she has, without questioning, a distinctive place in the Brazilian theatrical education. Myrian believed that theatrical work allowed an exchange of knowledge, opening a space to see and be seen, to touch and be touched, to inspire and be inspired: the stone bedding over which she evolved her work as a theatrical educationalist. This work proposes a recovery of the educational procedures applied by Myrian and identifies a work method for the theatrical teaching, based on self knowledge, critical thought of acting and in establishing a suitable relation between people that search developing theatrical experiences

Orientador: Berenice Albuquerque Raulino de Oliveira / Banca: Armando Sérgio da Silva / Banca: Reynúncio Napoleão de Lima / Resumo: A matéria de que trata essa dissertação é a pedagogia teatral desenvolvida por Myrian Muniz, que consiste em uma prática que lança um olhar muito particular sobre o trabalho do ator e é resultado de um amálgama composto por experiências de formação, vivências importantes e influências decisivas. Tendo formado várias gerações de artistas, ela ocupa, sem dúvida alguma, posição de destaque no cenário de ensino do teatro no Brasil. Myrian acreditava que a atividade teatral possibilitava um intercâmbio de conhecimentos, criando assim um espaço para olhar e ser olhado, tocar e ser tocado, influenciar e ser influenciado: base fundamental sobre a qual desenvolveu sua atuação como pedagoga do teatro. Este trabalho resgata os processos pedagógicos utilizados por Myrian Muniz e identifica uma linha de trabalho dentro do ensino do teatro que está apoiada no autoconhecimento, na reflexão crítica do trabalho do ator e no estabelecimento de uma relação harmoniosa entre indivíduos interessados em desenvolver uma prática teatral / Abstract: The subject of this thesis is the theatrical pedagogy developed by Myrian Muniz based on a practice that sets a very unique look over the acting work, resulting in an amalgam made of important lifelong and upbringing experiences and decisive influences. Being responsible for the formation of many generations of artists, she has, without questioning, a distinctive place in the Brazilian theatrical education. Myrian believed that theatrical work allowed an exchange of knowledge, opening a space to see and be seen, to touch and be touched, to inspire and be inspired: the stone bedding over which she evolved her work as a theatrical educationalist. This work proposes a recovery of the educational procedures applied by Myrian and identifies a work method for the theatrical teaching, based on self knowledge, critical thought of acting and in establishing a suitable relation between people that search developing theatrical experiences / Mestre

Miguel Franco nasceu em Leiria em 1918, atuou no teatro amador de sua cidade, sendo varias vezes premiado como encenador e como ator. Na década de 60, em plena ditadura salazarista, Franco leva ao Teatro Avenida de Lisboa, por meio da consagrada Companhia Companhia Rey Colaço Robles Monteiro sua mais importante peca de teatro histórico, O motim, que retoma os eventos ocorridos após o levante do povo da cidade do Porto contra a Companhia dos Vinhos do Alto Douro, criada pelo ministro de d. José, o Marques de Pombal. A peca, após poucos dias em cartaz, é brutalmente retirada de cena pelo aparelho de repressão do regime salazarista. Este trabalho tem por objetivo analisar a peça de Franco, como exemplo do subgênero dramático do teatro histórico, procurando compreender como e por que se dão as relações que se estabelecem entre o tempo da ação da peça (século XVIII) e o tempo de sua escrita (segunda metade do século XX). / Miguel Franco was born in Leiria in 1918, acted in amateur theater of his city, and several times was awarded as director and as an actor. In the 60s, during the Salazar dictatorship, Franco leads to Teatro Avenida de Lisboa, with the consecrated Company Company Rey Colaco - Robles Monteiro his most important play of historical theater, O Motim, which incorporates the events that occurred after the uprising of the people of Porto against the Companhia dos Vinhos do Alto Douro, created by d. José minister, Marques de Pombal. The play, after only a few days on stage, was brutally removed from the scene by the Salazar regime repression apparatus. This paper aims at examining the Franco play as an example of the dramatic subgenre of historical theater, trying to studying how and why occur the relations established between the time of action of the play (XVIII century) and the time of its writing (second half of the twentieth century).

This written portion of my thesis documents how I, as director, conceptualized, devised and staged an immersive adaptation of August Strindberg’s A Dream Play, with the support of a large team of collaborators including: assistant directors, dramaturgs, designers, stage managers, and actors. In this document I attempt to synthesize the discoveries I made in this process regarding the challenges and experience of directing immersive theater, including the importance of giving up directorial control and relying on my collaborators as partners in the creation of the production. I begin with an introduction to the research I conducted into the field of immersive theater as well as my research on the work of August Strindberg, with a specific emphasis on the themes and context of A Dream Play. I then describe how I led my creative team through the process of designing a devised immersive theater production by encouraging open communication and fostering an atmosphere of trust. I also discuss the casting process and my efforts to establish an autonomous ensemble by allowing the actors to choose their own parts, write their own scripts, and devise their own scenes. I reflect on how I navigated the unpredictable nature of immersive theater, through a careful balance between detailed planning and free exploration, all the while embracing the possibility of failure as an expected part of the process. Finally, I attempt to assess the success of the production through examination of the impact it had on its audiences based on my own personal observations, as well as feedback collected through formal methods of survey.

This written portion of my thesis is aimed at documenting and synthesizing how I, as director, staged an adaptation of Henrik Ibsen’s Hedda Gabler through ongoing collaboration with a creative team comprised of dramaturges, designers, and actors. I walk the reader through my exploration of Ibsen’s life and work through travel to the International Ibsen Festival in Oslo, Norway, and describe how I endeavored to lead the production’s creative team by applying feminist theories in directing and embracing the possibility of failure as a means of discovery. I discuss the casting process and establishment of an all-women ensemble, explore the major themes I identified in the play, and reflect on how the creative team strove to subvert the societal expectation of a historical production rooted in realism through designs and artistic choices inspired by the western canon’s ongoing grasp on contemporary theater programming.

The question of the authorship of the plays, poems, and sonnets traditionally attributed to the pen if William Shakespeare of Stratford-on-Avon has now been before the public for over one hundred years. Many of the most noted poets, playwrights, and nobles of the sixteenth and seventeenth centuries have been assigned the authorship of these works. The controversy can be compared to the controversy over Homer’s authorship. In 1975, Friederick Augustus Wolf proposed that Homer did not write The Iliad and The Odyssey. By 1900, Wolf had been disproven, but the question was one of great importance when it was first introduced. The anti-Shakespearean contention has never actually been proven or disproven, and it remains important in the field of English literature. However, from the time the question first came before the public in 1856 until this study was first begun, no extensive and readily available history of the subject had been written. It is the purpose of this study to make a historical survey of the major theories of the controversy and put them under one cover. A further purpose is to evaluate them wherever necessary, although many of the theories refute themselves.

In the Renaissance drama, revenge is known as a revenge of blood, generally the “eye for an eye” variety of retaliation. The revenge of late periods deals with the return injury directed not only to the body of the opponent but also to his mental discomfort. It is the aim of this thesis to present the different types of revenge in tragic dramas and by means of them to show how the life, manners, and attitude of the various nationalities are reflected in dramas dealing with this theme.

Considered one of the greatest playwrights of the Spanish Golden Age, Tirso de Molina (1580?-1648) lived something of a double life, alternating—much like the characters in his plays—between two separate and often conflicting lives. Though Tirso, whose real name was Gabriel Téllez, spent the greater portion of his life in the church as a Mercedarian friar, his dramatic output as a playwright was prodigious in scope. Fewer than 90 of his plays survive today, and only a handful have been translated into English. This M.F.A. thesis therefore presents the first-ever English-language translation and adaptation of one of Tirso’s plays, El amor médico, translated as Love the Doctor. The translation/adaptation is preceded by an introduction, as well as by chapters contextualizing the play in the writing of Tirso, the comedia, and the world of seventeenth-century medicine and cross-dressing. The thesis concludes by examining both the translational strategies and artistic choices made at various stages in the process of translating and adapting Tirso’s circa 1621 comedia .