There is very little theoretical literature about theatrical improvisation as it connects to ideas and practices of relating and specifically to ideas and practices of social work relating. This thesis involves efforts to theorize moments of relating – of being with others – in improvisation. A group of hospital social workers and a group of PhD social work research students participated in the study. The participants took part in improvisational workshops designed specifically for the study, as well as one-on-one and group interviews. This thesis explores what was created between research participants in improvisational workshops: the response-ability to and for others; an experience of grappling with the desire for control; and an embodied apprehension of interdependence. The study demonstrates an embodied and uncomfortable experience of the dominance of individualism in our relating. The study also demonstrates ways in which the art of theatrical improvisation can allow us to take up the transformative promises of social constructionism in social work relating. The thesis aims to make living space for central social constructionist concepts such as mutual constitution and interdependence – to explore and consider what happens when we fully recognize and carry these out in our practices of relating. Providing a different way into these central social constructionist concepts, this study contributes to arts-informed research, teaching and practice. More specifically, the research shows how the art of improvisation can provide transformative possibilities for social work pedagogy and the social work classroom. / Thesis / Doctor of Philosophy (PhD) / This thesis involves efforts to theorize moments of relating – of being with others – in improvisation. A group of hospital social workers and a group of PhD social work research students participated in the study. The participants took part in improvisational workshops designed specifically for the study, as well as one-on-one and group interviews. This thesis explores what was created between research participants in improvisational workshops: the response-ability to and for others; an experience of grappling with the desire for control; and an embodied apprehension of interdependence. The study demonstrates an embodied and uncomfortable experience of the dominance of individualism in our relating and provides an analysis of engagement in improvisation as an alternative to a framework of independence in social work. The study contributes potential for arts-informed research, teaching, and practice, as well as social work pedagogy as it demonstrates ways in which the art of improvisation can allow us to take up the transformative promises of social constructionism in social work relating.

科学研究費補助金 研究種目:一般研究(C) 課題番号:06650682 研究代表者:清水 裕之 研究期間:1994-1995年度

Notre thèse envisage la production écrite en classe de français comme une pratique scolaire novatrice lorsqu’elle est accomplie au sein d’un espace-atelier et réalisée par l’entremise du jeu, de la mise en scène et du montage d’un spectacle. Pour ce faire, nous avons mis en œuvre une pièce de théâtre, Caligula d’Albert Camus, comme moyen d’enseignement-apprentissage, en l’accompagnant d’une gamme d’outils –dispositif ou unité didactique, vidéo de la pièce, carnet de bord, etc., – favorisant en parallèle une recherche-action sur terrain. Notre travail questionne en outre la possibilité d’une telle expérience menée dans un lieu peu commun, le Sud de l’Algérie, dans l’oasis de Bou-Saâda, et auprès d’un groupe d’apprenants d’une classe de 2e année Langues Étrangères au lycée. Nos objectifs sont de cultiver la compétence écrite chez l’apprenant oasien via l’écriture théâtrale, de lui donner goût à l’apprentissage de la langue et de conférer une certaine dynamique à cet apprentissage en lui permettant de créer et de voir représenté ce qu’il écrit sur le plateau. Au-delà d’une simple acquisition de compétences rédactionnelles, nous avons pu constater des mutations dans les représentations scolaires et sociales de la langue française chez le groupe-apprenant, issu d’une société sudiste conservatrice, chez qui la langue-cible a un statut différent de celui dont elle bénéficie au Nord, ce qui renvoie, par là même, à l’histoire, à la géographie et au plurilinguisme du pays. / Our thesis considers the written production, in a French class, as an innovative school practice when it is accomplished in a workshop space, and realized through the play, staging, and editing of a show. In order to do this, we have implemented a play, Caligula by Albert Camus, as a way of teaching and learning, accompanied by a range of tools - a teaching device or unit, a video of the play, Logbook, etc., - promoting, at the same time, an action research on the ground. Our work also questions the possibility of such an experiment conducted in an unusual place, the South of Algeria, in the oasis of Bou-Saâda, and with a group of learners 2nd Year, Foreign Languages in high school. Our aims are to improve the written skills of the oasis learner through theatrical scripture, to give him a taste to learn the language; and to give a certain dynamic to this learning by allowing him to create and see represented what 'He writes on the set’. Beyond a simple acquisition of editorial skills, we have seen changes in the academic and social representations of the French language in the learner group, from a conservative Southern society, in which the target language has a different status has the respect to the North, evoking the history, geography and multi-linguals of the country.

Le présent mémoire de recherche-création a pour objet les réécritures théâtrales des contes. Si le conte merveilleux et le théâtre sont a priori deux genres littéraires distincts de par leur origine, leur nature et leur mode d’expression, ils présentent néanmoins des points communs qui facilitent la transgression des frontières génériques. Aussi les dramaturges se sont-ils parfois risqués à proposer des adaptations de contes merveilleux pour le théâtre. C’est par exemple le cas de Joël Pommerat, qui a récemment proposé des transpositions scéniques de trois contes traditionnels, revisitant et actualisant thèmes et personnages. Dans cet essai, je m’intéresse tout d’abord aux éléments qui favorisent la réécriture théâtrale des contes. Je m’interroge ensuite sur la manière dont Pommerat, qui fonde sa réflexion sur les apports de la philosophie, de la sociologie et de la psychanalyse, prépare ses spectacles ; ce que j’illustre en mettant en lumière la méditation menée par l’auteur sur le travail du deuil dans son spectacle Cendrillon. À l’instar de Pommerat, je présente enfin une étude psychanalytique des personnages du conte Blanche-Neige des frères Grimm. La création que je propose consiste en une transposition théâtrale du conte Blanche-Neige des frères Grimm, qui déplace situations et personnages dans le monde contemporain de l’entreprise. / The purpose of this research-creation master thesis is to rewrite the theatrical aspects of the fairy tales. While storytelling and theatre are a priori two literary genres distinct in origin, nature and mode of expression, they nevertheless share common qualities that facilitate the transgression of generic boundaries. So playwrights have sometimes ventured to offer adaptations of fairy tales for the theatre. This is the case, for example, of Joël Pommerat, who recently proposed scenic transpositions of three traditional fairy tales, revisiting and updating themes and characters. In this essay, I am first interested in the elements that promote the theatrical rewriting of fairy tales. I then ask myself how Pommerat, who bases his reflection on the contributions of philosophy, sociology and psychoanalysis, prepares his shows ; what I illustrate by highlighting the author's reflections on the work of mourning in his play Cinderella. Like Pommerat, I finally present a psychoanalytical study of the characters in the Grimm brothers' Snow White tale. The creation I propose consists of a theatrical transposition of the Grimm brothers' Snow White tale, which moves situations and characters into the contemporary world of business.

This dissertation examines an Indonesian-North American version of an evolving, transnational and hybrid multimedia art form which has come about through forty years of adaptations made by cross-culturally located artists in creative conversation with Indonesian performers involved in the Javanese and Balinese forms of musical theatre known as wayang. Wayang theatre employs puppets and other components including gamelan music (Indonesian percussion instruments, drums, flutes, strings and vocals). Given this complexity, there are many possibilities for variations, changes, and hybridization. In this research project, I analyze aspects of this hybrid performance by analyzing select Indonesian-North American wayang performances, as case studies. In order to isolate complex changes and various adaptations of wayang performances in the North American setting, I also analyze and contextualize a hybridization of Javanese and Balinese wayang performances. As a performance art form, wayang has always been changing historically—at some points more quickly and dramatically than at other periods of time, thus resisting firm categorization that would provide a baseline for comparison. I have developed the wahiyang theoretical framework as an analytical tool to identify the influence of North American culture on the wayang performances in my case studies. I argue that new genre of wayang is emerging, creating a hybridized form that I call wahiyang gaya NA. This process has progressed to the point that wahiyang gaya NA can be said to represent a new genre of multimedia world art, which combines elements of local and global artistic practises, making the form even more flexible and adaptable than its original forms in Indonesia. The gradual spread and popularization of wayang in North America has definite historical contexts, namely the early 19th-to-mid 20th century conjunction of decolonization and Third World nationalism, with the more recent decades’ layering of multiculturalism and push towards conscious cultural responses to economic globalization. This developing continuum of new hybrid forms spans a spectrum of cultural inclusion and expansion of wayang and new components. At times these may be seen as wayang influence upon Western performance practice; at other times an entire Indonesian wayang production with additional elements added from Western music, theater, and other disciplines may be presented. These developments signify an enhanced and expanded exchange of cultural products between the nations of the world, taking place in an expanded space for dialogue between the artists of the developed and developing countries. I will show, using case studies, how this process has produced and is producing a new branch of wayang as part of a continuum of hybridized wayang forms. By examining selected performance collaborations that have taken place over the last 40 years, I will provide a detailed analysis, which for the first time, lays out the components that constitute the variation of wayang art performance that has developed in response to geographical and cultural contexts of the Pacific Northwest of USA and Westcoast Canada. / Graduate / 2018-04-12 / 0377, 0357, 0465 / sutrisno@uvic.ca

Puppeteer, World's Oldest Periodical Focused on Puppetry (1912-2009) Diploma Thesis Eva Pivodová Abstract This thesis focuses on the history of the magazine Czech Puppeteer (Český loutkář), or Puppeteer (Loutkář), the world's oldest continuously published periodical of its kind. The first 3 chapters describe in detail the magazine's transformations between 1912- 1950, its further existence is described more briefly in the final chapter. The resource material consisting primarily of the published issues of the magazine served as the basis for historical analysis. The text also puts the history of the magazine into context with the development of puppetry and it includes references to relevant theatrical literature. The magazine was founded by Jindřich Veselý in 1912 in Prague. In the first period of its existence (1912-1913), it helped to integrate the Czech puppetry community and it emphasized the values of genuine Czech puppet theatre. After 1917, Puppeteer (Loutkář) continued to publish both theoretical and practical articles. In 1940, it was replaced by Puppet Theatre (Loutková scéna). But Puppet Theatre was soon cancelled as well and so the only periodical focused on puppetry published during war was a simple cyclostyled bulletin. After the war, the renewed Puppet Theatre had to adapt to the new...

L’étude du fonctionnement des reprises parodiques d’Hernani en 1830 et l’édition de Harnali, N, I, ni et Oh ! Qu’Nenni, établie à partir des manuscrits, des rapports de la censure et de différentes versions imprimées, permettent de constater que les parodies d’Hernani sont à la fois déterminées par la pièce qui sert de modèle référentiel initial et par des intertextes contemporains avec lesquels elles dialoguent. Les conventions des spectacles du temps, le goût du public, font que la parodie sert paradoxalement d’imitation subversive au service d’une norme. En effet, la déconstruction parodique devient une source de construction des pièces qui, à travers les incohérences et les invraisemblances relevées dans Hernani, se positionnent dans un fonctionnement de spectacle qui leur est propre. Au-delà d’une simple critique, satire ou imitation d’une pièce initiale à travers l’écriture, l’intertextualité et les genres, les reprises parodiques renvoient ainsi une image du contexte du temps et des spectacles joués sur les théâtres secondaires. Ces parodies sont donc également des spectacles, qui s’inscrivent dans la contemporanéité de jeux d’acteurs, d’airs et couplets des théâtres secondaires parisiens de 1830. / The study of procedures used in parodies of Hernani in 1830, together with an edition of manuscripts of Harnali, N, I, ni and Oh! Qu’Nenni, of censors’ reports, and of different printed versions, show that parodies of Hernani are at the same time informed by the play that serves as an initial model and by cultural intertexts with which they establish a dialogue. Performance conventions of the time, as well as public taste, create a paradoxical situation in which parodies act as subversive imitation in the service of a norm. Indeed, parodic deconstruction becomes a source of construction of plays which, pointing out the incoherencies and improbabilities in Hernani, create their place in a type of performance that is unique to them. Beyond simple criticism, satire, or imitation of an earlier play through style, intertextuality, and genre, parodies also reflect an image of the context of the times and of plays performed on secondary theatres. These parodies are thus plays in their own right, a part of contemporary style of acting and of the use of airs and refrains in Parisian secondary theatres in 1830.

Cette étude concerne le fait théâtral dans ses dimensions matérielles, éclairé par les textes relatifs au fonctionnement et à la place du théâtre dans la société de l'Égypte hellénistique et romaine. Foyer d'expression et de diffusion de la culture gréco-romaine, la pratique théâtrale apparaît comme un élément fondamental au sein du processus d'hellénisation qui se met en place en Égypte à partir de la conquête d'Alexandre le Grand. Trois grands axes de recherche ont été définis : en premier lieu, le théâtre est étudié en tant qu'ouvrage architectural. Cette approche, essentiellement archéologique, est également mise en relation avec la notion de cadre urbanistique et de parure monumentale des villes d'Égypte à cette période. Nos recherches s'orientent ensuite plus spécifiquement sur le rayonnement de la pratique théâtrale en Égypte, à travers l'étude des productions d'objets issus de l'univers théâtral et dionysiaque. Ces représentations témoignent non seulement de la diffusion et de l'adaptation d'une composante essentielle de la culture grecque et romaine en Égypte, mais également de l'attachement royal à Dionysos, considéré comme l'ancêtre de la dynastie lagide. En troisième et dernier lieu, les activités et les diverses manifestations associées à l'édifice théâtral sont développées ; il s’agit d’aborder non seulement les spectacles, les auteurs et les acteurs, mais également les questions d'entretien, de maintenance et de gestion du bâtiment. L'apport de la documentation textuelle et archéologique constitue un outil précieux dans le développement de cette problématique. / This study deals with theatre in his material dimensions, enlightened by the texts relating to the operation and place of theatre in the society of Hellenistic and Roman Egypt. Centre of expression and diffusion of Graeco-Roman culture, theatrical practice appears as a fundamental element in the process of Hellenization which implements in Egypt from the conquest of Alexander the Great. Three main areas of research were identified : first, the theatre is discussed as in his architectural dimension. This approach, mainly archaeological, is also in relation with the notion of urban planning framework and set of monumental cities of Egypt at this time. Then our research focuses specifically on the influence of theatrical practice in Egypt, through the study of the production of objects associated to theatrical and Dionysiac world. These images reflect not only the diffusion and adaptation of an essential component of Greek and Roman culture in Egypt, but also the royal attachment to Dionysus, considered the ancestor of Ptolemaic dynasty. Third and finally, the various activities and events associated with the theatre building are developed ; we deal not only dramatic shows, authors and actors, but also maintenance and building management issues. The contribution of textual documentation is an invaluable tool in the development of these notions.

A presente pesquisa buscou investigar as relações entre Educação Infantil e Teatro a partir das Linguagens Cênicas que vêm sendo concebidas e construídas em propostas formativas, educativas e infantis da Rede Municipal de São Paulo/SP. Partindo da análise do Curso Percursos de aprendizagens na Educação Infantil: práticas teatrais, junto ao Programa de Formação Continuada da Educação Infantil promovido pela Secretaria Municipal de Educação de São Paulo/SP (SME/SP), denominado A Rede em rede: formação continuada na Educação Infantil, e de alguns de seus desdobramentos, como o Caderno Percursos de aprendizagens na Educação Infantil: práticas teatrais, foi possível se aproximar de propostas educativas de professoras envolvidas e de propostas infantis de meninas e meninos pequenos. Para tal, foram realizados os seguintes procedimentos: pesquisa de campo em um Centro de Educação Infantil (CEI) da cidade de São Paulo, com observação da jornada educativa; oito entrevistas semiestruturadas com professoras, coordenadora e supervisora da SME/SP, e com formadoras do referido Curso; além da coleta e análise de documentos e de outros materiais produzidos. As análises dos dados coletados foram realizadas de forma articulada, à luz da produção recente tanto brasileira quanto estrangeira no campo das pesquisas em Educação Infantil, na interface com as Ciências Sociais e com as Artes na primeira infância, e com a produção teórica sobre o Teatro propriamente dito especialmente da Performance e do Teatro pós-dramático , concebendo as crianças como plenas, inteiras, completas e as Linguagens Cênicas como formas delas conhecerem, criarem, inventarem, sentirem, viverem e compartilharem conhecimentos, saberes e culturas, assim como, também das profissionais da Educação Infantil. O Curso investigado e seus desdobramentos, apesar de não romperem com propostas formativas que ainda desconsideram o protagonismo e as criações de crianças, professoras, gestoras e formadoras, trouxeram alguns avanços e contribuições que se revelaram emergentes para a construção de uma Pedagogia da Educação Infantil fundamentada nas Artes, mas que só poderá ser construída quando forem consideradas as propostas educativas e infantis que estão sendo inventadas pelas professoras e, especialmente, pelas meninas e meninos pequenos, a partir das Linguagens Cênicas. / This research sought to investigate the relationship between Child Education and Theater in the perspective of the Scenic Languages that have been conceived and constructed in formative, educative and infantile proposals in the education system of the city of São Paulo/SP. Starting with the analysis of the Course on Itineraries of learning in Child Education: theatrical practices, by Continued Training Program on Child Education conducted by the Education Department of the City of São Paulo/SP (SME/SP), called The networking in education system: continued training on Child Education, and some of its outcomes, as the Booklet Itineraries of learning in Child Education: theatrical practices, it was possible to take a close look at educative proposals of female teachers involved and at infantile proposals for young girls and boys. For such, the following procedures were carried out: field research in a Child Education Center (CEI) in the city of São Paulo, with observation of the educative working hours; eight semi-structures interviews of female teachers, educational coordinator and the supervisor from SME/SP, and with lecturers in the training course mentioned above; in addition to the collection and analysis of documents and other materials produced. The analysis of the data collected was conducted in an articulated fashion, in the light of the recent literature both in Brazil and abroad in the field of studies on Child Education, in interface with Social Science and Art in early childhood, and with theoretical production about Theater specially Performance and post-dramatic Theater , conceiving children as full, integral, complete subjects and the Scenic Languages as ways of knowing, creating, inventing, feeling, living and sharing different types of knowledge and cultures, as well as the professionals working in Child Education. The Training Course being investigated and its deployments, although they do not break away with the formative proposals that still disregard the prominence and the creativity of children, teachers, managers and trainers, brought forth some improvements and contributions that turned out to be emergent in the construction of a Pedagogy for Child Education based on Art, but it will only be able to be devised when and educative and infantile proposals are taken into consideration as they have been invented by teachers and, especially, by the young girls and boys, aided by the Scenic Languages.

Esta pesquisa aborda as possibilidades de dramaturgia e de presença que as novas tecnologias da Era Digital oferecem para o fenômeno teatral a partir da observação e reflexão do processo de criação dos espetáculos de Teatro Expandido realizados pela companhia de teatro Os Satyros durante os anos de 2014 e 2015. Usando a abordagem metodológica de pesquisa/ação (Michel Thiollent), as investigações empíricas resultaram na dramaturgia e encenação dos sete espetáculos do projeto E se fez a humanidade ciborgue em sete dias. A partir da revisão bibliográfica baseada em pensadores do teatro como Béatrice Picon-Vallin, Josette Féral, Silvia Fernandes, Erika Fischer-Lichte, Marcelo Denny e Jeniffer Parker-Starbuck, bem como em cientistas sociais e estudiosos da Comunicação como Slavoj ?i?ek, Jürgen Habermas, Zygmunt Bauman, Manuel Castells e Shanyang Zhao, são analisados aspectos do processo de criação de cenas em que as tecnologias contemporâneas contribuíram para formas expandidas de presença e dramaturgia, do ponto de vista do diretor-dramaturgo. A pesquisa visa contribuir para a discussão das potencialidades tecnológicas do teatro contemporâneo. Este trabalho se dirige a alunos de graduação e pós-graduação interessados nas artes cênicas contemporâneas, encenadores interessados em tecnologia da cena e formas expandidas de dramaturgia. / This research discusses the possibilities of playwright and presence that the new technologies of the Digital Age offer to the theatrical phenomenon, based on the observation and thinking of the creation process of the augmented theater performances developed by the theater company Os Satyros during 2014. Following the action research methodology proposed by Michel Thiollent, the empirical investigations resulted in the dramaturgy and mise-en-scène of the seven performances of the project \"And so was the Cyborg Mankind made in seven days\". From the bibliographic review based on theater thinkers such as Béatrice Picon-Vallin, Josette Féral, Silvia Fernandes, Marcelo Denny and Jeniffer Parker-Starbuck, as well as social scientists such as Slavoj ?i?ek, Jürgen Habermas, Zygmunt Bauman, Manuel Castells and Shanyang Zhao, a series of scenes and investigations made in the project are analysed. The research aims to contribute to the discussion of the potentialities of contemporary theater. It adresses stage arts graduation and post-graduation students, theater directors interested in stage technology and hybrid stage artists.