Este trabalho, composto de três volumes (I. Historiografia; II. Seleção de textos críticos; e III. Catálogo bibliográfico), tem como objetivo apresentar um panorama da recepção de Ibsen no Brasil. O primeiro volume traz uma avaliação da fortuna crítica de Ibsen no Brasil, passando pelas idéias teatrais do século XIX, pela modernização do teatro nos anos 1940, até chegar às tendências críticas contemporâneas. O segundo traz os textos mais relevantes para o entendimento da obra do dramaturgo, publicados no Brasil entre 1895 e 2002. Por fim, o terceiro apresenta os dados bibliográficos sobre as traduções brasileiras das peças do autor; sobre as montagens realizadas no teatro e na tv; sobre os livros, capítulos de livros, prefácios e textos publicados em periódicos sobre o dramaturgo. Com esse percurso, buscou-se compreender o modo de assimilação do teatro ibseniano pela crítica brasileira, levando em consideração as influências estrangeiras, especialmente a francesa. Ao mesmo tempo, procurouse ressaltar os momentos de ruptura com essa tradição, sobretudo a partir das reflexões de Antonio de Alcântara Machado, Otto Maria Carpeaux e Anatol Rosenfeld, que deram uma nova orientação para a leitura das peças de Ibsen. / This work, composed of three volumes (I. Historiography; II. Selection of critical texts; and III. Bibliographical catalogue), presents an overview of the reception of Ibsen in Brazil. The first volume is an assessment of the rich and varied criticism Ibsen received in Brazil within the context of the theatrical ideas of the nineteenth century, the modernization of the theatre in the 1940s, until the contemporary level of critical trends. The second selects the most relevant texts in order to understand the works of the playwright, which were published in Brazil from 1985 and 2002. Finally, the third presents bibliographical information on Brazilian translations of his plays; on adaptations carried through in theatre and on TV; in books, book chapters, prefaces and texts published in periodicals about the playwright. Through this route, an attempt was made to understand the way Ibsenian theatre was assimilated by Brazilian critics, taking into account foreign influences, especially of French origin. At the same time, we attempt to highlight examples of breaking from such tradition, especially considering the thoughts of Antonio de Alcântara Machado, Otto Maria Carpeaux and Anatol Rosenfeld, who gave us another approach to the studies of Ibsen\'s plays.

Este trabalho, composto de três volumes (I. Historiografia; II. Seleção de textos críticos; e III. Catálogo bibliográfico), tem como objetivo apresentar um panorama da recepção de Ibsen no Brasil. O primeiro volume traz uma avaliação da fortuna crítica de Ibsen no Brasil, passando pelas idéias teatrais do século XIX, pela modernização do teatro nos anos 1940, até chegar às tendências críticas contemporâneas. O segundo traz os textos mais relevantes para o entendimento da obra do dramaturgo, publicados no Brasil entre 1895 e 2002. Por fim, o terceiro apresenta os dados bibliográficos sobre as traduções brasileiras das peças do autor; sobre as montagens realizadas no teatro e na tv; sobre os livros, capítulos de livros, prefácios e textos publicados em periódicos sobre o dramaturgo. Com esse percurso, buscou-se compreender o modo de assimilação do teatro ibseniano pela crítica brasileira, levando em consideração as influências estrangeiras, especialmente a francesa. Ao mesmo tempo, procurouse ressaltar os momentos de ruptura com essa tradição, sobretudo a partir das reflexões de Antonio de Alcântara Machado, Otto Maria Carpeaux e Anatol Rosenfeld, que deram uma nova orientação para a leitura das peças de Ibsen. / This work, composed of three volumes (I. Historiography; II. Selection of critical texts; and III. Bibliographical catalogue), presents an overview of the reception of Ibsen in Brazil. The first volume is an assessment of the rich and varied criticism Ibsen received in Brazil within the context of the theatrical ideas of the nineteenth century, the modernization of the theatre in the 1940s, until the contemporary level of critical trends. The second selects the most relevant texts in order to understand the works of the playwright, which were published in Brazil from 1985 and 2002. Finally, the third presents bibliographical information on Brazilian translations of his plays; on adaptations carried through in theatre and on TV; in books, book chapters, prefaces and texts published in periodicals about the playwright. Through this route, an attempt was made to understand the way Ibsenian theatre was assimilated by Brazilian critics, taking into account foreign influences, especially of French origin. At the same time, we attempt to highlight examples of breaking from such tradition, especially considering the thoughts of Antonio de Alcântara Machado, Otto Maria Carpeaux and Anatol Rosenfeld, who gave us another approach to the studies of Ibsen\'s plays.

O presente estudo configura-se como uma mirada histórico-filosófica que, tendo como inspiração a arqueogenealogia de Michel Foucault, se devota a inventariar de que modo, ao longo de seus deslocamentos, emergências e contingências, o teatro infantil brasileiro afiliouse ao ideário educacional e, por fim, aos processos de espraiamento das práticas educativas pelo tecido social. A historiografia do teatro brasileiro elege a montagem de O casaco encantado, de Lúcia Benedetti, em 1948, como marco do teatro voltado às crianças. As fontes empíricas nas quais este estudo se baseia o jornal carioca Correio da Manhã (1901-1974) e a Revista Brasileira de Estudos Pedagógicos (1944-2017) revelam dois acontecimentos simultâneos à sobredita fundação do teatro infantil. O primeiro deles diz respeito à discursividade corrente no início do século XX sobre a infância como problema, flagrada nos debates sobre as temáticas do infanticídio, da degeneração e da delinquência infantis. O segundo acontecimento refere-se à emergência do discurso escolanovista entre as décadas de 1930 e 1950, afirmando o viés educativo como forma de superação de uma infância tida como problemática, via o projeto de ajustamento, de autonomia e de emancipação do alunado. Nesse contexto, a Escola Nova terse-ia apropriado das práticas teatrais infantis para o alcance de seus objetivos, fomentando relações de reciprocidade entre o teatro infantil não escolar e o teatro escolar infantil. Mediante tal configuração, o presente estudo devota-se a uma releitura da constituição do teatro infantil em solo brasileiro, partindo da hipótese de que o cuidado com a criança e as iniciativas artísticas da primeira metade do século XX teriam sido responsáveis por um governamento de tipo artístico-pedagógico da infância, doravante lastreado por uma espécie de pedagogia do bemestar infantil. Assim, o teatro para crianças comportaria duas facetas de um mesmo processo de educabilidade dos cidadãos: de um lado, o governo da infância incitaria a edificação de um sujeito maduro, livre, sadio e empreendedor de si, culminando no apelo à adultização e à invenção de um modo renovado de ser criança; por outro, o governo pela infância despontaria associado ao rol de saberes e práticas de afirmação e de disseminação dos cuidados infantis, colaborando para a fixação de um adulto impedido moral e juridicamente de exercer maustratos à criança. / The present study is configured as an historical-philosophical gaze which had, as an inspiration, the arqueogenealogy of Michel Foucault. Its commited to specify in which way, throughout its displacements, emergencies and possibilities, the brazilian kids theatre was associated with educational principles; and finally the dissemination of the educational processes by societys framework. The historiography of brazilian theatre selects the staging of The Enchanted Coat (O casaco encantado), by Lúcia Benedetti, performed in 1948, as a milestone in infants theatre. The empirical sources that this study is based the carioca newspaper The Morning Post (Correio da Manhã, 1901- 1974) and the Brazilian Magazine of Pedagogical Studies (19442017) reveal two simultaneous events happening during the foundation of childrens theatre. The first one covers the discursive current from the beginning of the 20th century, that considered childhood as a problem, witnessed in discussions and talks about infanticide, degeneration and infants delinquency. The second occurrence refers to the origin of the escolanovista speech from 1930 to 1950, affirming the educational bias as a means of overcoming a problematical childhood and also as a way of adjustment, autonomy and emancipation of the pupil. In this regard, the New School (a Escola Nova), would have taken the infants theatrical practices to accomplish its goals, promoting interchange between the formal and the non-formal educational theatre. Therefore, this study is dedicated to a reinterpretation of the brazilian infant theatre, based on the assumption that the care for children and the artistic initiatives from the first half of the 20th century would have been responsible for an artistic/pedagogic governance at childhood, hereafter widespread by a type of pedagogy focused on the childrens well-being. Consequently, childrens theatre would carry two facets of the same teaching process for citizens: on one side, the childhood government would provoke the construction of a mature being, free, healthy and self-instigator that culminates and appeals to the precocious and new way of being a child. On the other side, the childhood government would come forth linked with knowledges, affirmation practices and also the spreading of child care, collaborating for the development of an adult prevented moral and legally of performing childs maltreatment.

The thesis is a structural biography of Harald Molander (1858-1900), stage manager, author, translator and critic.The investigation is based on his literary works and the reviews of these. Articles, letters and the director's comprehensive manuscripts and other documents are analyzed. The reactions of the audience are studied.Molander's authorship and directing were artistically coherent. In accordance with the theories of Felix Vodicka and Jan Mukarovsky a model of description is formulated for the study of the period norm. The structure of Molander's literary works, the reception of them, and the modern conception of stage management are related to the changes in the norm.As an. author Molander successively associated himself with tradition, with the realism of the modern breakthrough and the interest in historical subject. His works were often shaped by literary impressions. His works as an author and stage manager were frequently religiously tinged.As a director Molander was a transitional figure. He began as an author-director and gradually took up modern stage management. In this thesis his work as a director is studied as part of the division of labour in the theatre, as staging-procedure and as an expression of principles of style and artistic viewpoint. His directing was chiefly aimed at realizing the author's vision on the stage. He wanted to transform the possibilities of the drama into scenic reality.As a stage manager Molander was influenced by the Meininger Company and Wagner. As a director he was very systematic. He distanced himself from the kind of theatre which was dominated by the actors, from Romanticism and ideal realism, and he studied naturalism. Tradition, fidelity to authors, realism, historicism, ensemble-acting and the harmonization of the means of expression of the theatre characterized his stage managing. Molander also had a didactic view of the theatre; he wanted to discuss societal and psychological problems and he wanted to amuse his audience.Molanderwas active both in Sweden and in Finland. The highlight of his early period was the staging of Goethe's Faust (1889). He shaped it into a realistic-fantastic Gesamtkunstwerk. He made pictorially attractive stagings of Strindberg's historical dramas, Mäster Olof (1897), Gustaf Vasa and Erik XIV (1899). The staging of Hauptmann's The Weavers was his masterpiece. The instruction of the masses in this strike drama was consistent. The Swedish labour movement greeted the play with enthusiasm. / digitalisering@umu

The main aim of the work is to describe to present reader as much as possible the situation in the South Bohemian Theatre in the time, when World War II stormed in the Europe. We were interested in all the important events that took place in the theatre in that time, the problems with faced the members of the theatre, what impact had the Germans on the functioning of the theatre, how the theatre affected the audience and whether they also had some objections about his work or what was the level of played performances. Finally, we looked for the answer if the other theatrical associations could play in the theatre. We compiled a detailed program of played performances, watched response of operation in theatre criticism, made an overview of societies and its members and there are also mentioned other interesting observations related to the South Bohemian Theatre in this work.

The Memory and The Legacy: The Whittlin' Whistlin' Brigade - The Young Company 1974-2001, is a history of the children's theatre of Brigham Young University. The Whittlin' Whistlin' Brigade - The Young Company acts as a training ground for graduate students working in theatre for young audiences. Then directing a production for The Whittlin' Whistlin' Brigade - The Young Company, students are instructed to perform all functions required of a professional company. As the The Whittlin' Whistlin' Brigade - The Young Company (WWB-TYC) spends much of its performance time on tour, those responsibilities are relegated to the students. Developed and headed by Dr. Harold R. Oaks of Brigham Young University, WWB-TYC produced children's theatre for local, regional, national and international audiences. The history includes production photos, budgets and business plans. A survey of former company members was conducted assessing the long-term affect on participants in relationship to their personal and professional life. This thesis is also in electronic form using animation, musical and narrative audio, an interactive menu and a photo-gallery. Text is available in HTML and PDF format with 'print' capability. A tutorial is included to aid in possible navigational concerns. Working within an electronic medium has facilitated the accessibility of a considerable collection of material highly diverse in nature. Twenty-seven years of production notes, performance programs, production photos, music, scripts, budgets, permissions, required licensing, travel arrangements and itineraries, performance schedules, educational/clientele data and historical developmental notes of the children's theater program itself presented not only volumes of material but also brought specific inclusion needs. In addition, the results of a program survey of the program will be presented in graph and chart format. Determined needs include: 1. A history of children's theater both nationally and at Brigham Young University. 2. Supporting documentation of program development and implementation. 3. Survey results of WWB-TYC participants.

Young characters throughout the history of Australian theatre have traditionally been represented as tragic, transient, and dangerous; discourses which have defined and limited their construction. 'Youth' itself is a concept which has been invented and perpetuated within Western Art and Media for much of the twentieth century and beyond, creating an exclusive 'space' for young people: a space between childhood and a standard human being. This thesis seeks to explore the implications of this space, as well as contextualise a new creative work - the stage play like, dead - within the canon of Australian theatre texts which portray young characters. like, dead will be shown to be a work which reappropriates clichéd youthful discourses through the use of irony, humour, and a sense of postmodern 'performativity' among its characters. In so doing it will demonstrate an alternative approach to representing young people on the Australian stage, by enhancing the constructedness of traditional images of 'youth' and pursuing the creation of young characters which are not solely defined by the term.

This study focuses on trends in contemporary Australian playwrighting, discussing recent investigations into the playwrighting process. The study analyses the current state of this country’s playwrighting industry, with a particular focus on programming trends since 1998. It seeks to explore the implications of this current theatrical climate, in particular the types of work most commonly being favoured for production. It argues that Australian plays are under-represented (compared to non-Australian plays) on ‘mainstream’ stages and that audiences might benefit from more challenging modes of writing than the popular three-act realist play models. The thesis argues that ‘New Lyricism’ might fill this position of offering an innovative Australian playwrighting mode. New Lyricism is characterised by a set of common aesthetics, including a non-linear narrative structure, a poetic use of language and magic realism. Several Australian playwrights who have adopted this mode of writing are identified and their works examined. The author’s play Floodlands is presented as a case study and the author’s creative process is examined in light of the published critical discussions about experimental playwriting work.

The main aim of this project is to introduce the developement of the national theatre in České Budějovice in 1930s. We got the important information by reading a few books and mostly from period magazines, newspapers and records stored in the National local archives in České Budějovice. Unfortunatelly, despite thorough search for information we cannot ensure it is all credible. However, we tried hard to create complete a complex overview of drama in those days. First, the project focuses on general description of the theatre conditions, who the manager was, how the theatre flourished as far as finance is concerned or how the drama activities were influenced by other industrial or political circumstances. Then, the other topic is dramatics in each season, choice of plays and their reception. The other parts deal with drama tours and Josef Stejskal, who shifted drama to a higher level in 1930s. In appendix you can find the registers of ensemble members, the overview of repertoire in Jihočeské národní divadlo in each season and also several period photos.

This thesis explores representations of the First World War in English theatre, Theatre in Education (TIE), and Living History between 2014 and 2015. By employing an interdisciplinary approach it evaluates these performance genres in relation to responses sought from Key Stage 3 History pupils. The beginning of the centenary created a cultural outpouring and provided opportunities for secondary schools to include field trips and creative learning about the war. Examination of this commemorative period is contextualised by examining pupils’ interaction with cultural works since 1914, showing that the centenary moment stemmed from a tradition of creatively remembering and teaching the conflict. This perspective highlights long-standing complexities in the relationship between creative practitioners, teachers and education authorities. It also confronts the divide that has grown between some creative practitioners and revisionist historians of the First World War. Revisionist historians’ reassessment of the conduct and necessity of the war has led some to harshly judge cultural works, such as performances, for misleading audiences. Yet little research has been conducted into twenty-first century productions about the war and their reception by school audiences. An investigation of these performances problematizes scholarly notions about how and who has the authority to communicate the First World War to the next generation. Whilst the providers, gatekeepers, and critics of learning through performance are of central consideration, this thesis also values the pupil’s voice. Ten Key Stage 3 cohorts are used as case studies, providing a snapshot of the creative activities and field trips employed by schools in 2014 and 2015. Interviews and questionnaires provide pupils’ feedback on what they thought and how they felt about studying history through performance. Observations of History lessons and performances also remove the debate from the hypothetical to the realities of history teaching. They reveal that pupils’ cultural backgrounds, schooling, and exposure to cultural works shaped their responses to performances about the First World War. Pupils also assigned the performances varying degrees of historical authority, some viewed them as merely entertainment, others as educational sources and several as a mixture of the two. Performances brought immediacy and life to the historical topic and provoked an empathetic response from many pupils. Yet some struggled with the symbolism of theatre and others feared the participation that came with TIE and Living History. Consequently, this thesis explores pupil’s critical, personal and emotional engagement with performances, raising questions about what criteria should be used to evaluate the success of such non-formal learning on the war.