Applied Theatre

Monica Prendergast, Connolly Maeve

Description

Theatre practice and applied theatre are areas of growing international interest. Applied Theatre is the first study to assist practitioners and students to develop critical frameworks for planning and implementing their own theatrical projects. This reader-friendly text considers an international range of case studies in applied theatre through discussion questions, practical activities and detailed analysis of specific theatre projects globally. In addition, the collection gathers together essential readings from many different sources to provide a comprehensive international survey of the field. Saxton and Prendergast infuse the text with a historical and theoretical overview of practical theatre and conclude each case study with useful suggestions for hands-on activities and additional readings. Compiled across five continents, the case studies cover a wide range of disciplines from theatre studies to education, medicine and law. Key issues explored are the balance of artistry and aesthetics, participation, ethics, as well as safety and assessment in theatre. With their background in drama education and pedagogy, the authors offer clear developmental approaches that transfer directly into practice and a critical model of audience education, applicable to both mainstream and applied theatre contexts. The book encourages students and practitioners to acquire a deeper, more concrete understanding of applied theatre.

Preface: 

What is this book about

 

Part One: Theories, History and Practices of Applied Theatre

 

Chapter One: Theories and History of Applied Theatre

 

Chapter Two: Practices of Applied Theatre

 

Part Two: The Landscape of Applied Theatre

 

Chapter Three: Theatre in Education (TIE) 

Human rights ; Stages of development ; Anti-drug education ; Addressing LGTB biases

 

Chapter Four: Popular Theatre 

Popular Theatre as Spectacle ; Puppetry with at-risk ; Comic performance in Bangkok

 

Chapter Five: Theatre of the Oppressed (TO) 

A letter from Augusto Boal ; Forum theatre on sexual harassment ; Eating disorders and Theatre of the Oppressed

Part Three: The Locations of Applied Theatre

 

Chapter Six: Theatre in Health Education (THE) 

HIV/AIDS ; HIV/AIDS & ovarian cancer ; Child abuse and family violence ; Drug abuse

 

Chapter Seven: Theatre for Development (TfD)

A Bangladesh TfD project ; Education for political process in Uganda ; Women’s rights in Pakistan

 

Chapter Eight: Prison Theatre 

Critical citizenship in prison ; Fatherhood and family ; Human rights in a Brazilian prison

 

Chapter Nine: Community-based Theatre 

Large-scale community play ; The “world of systems”/the “world of life” ; Working with war veterans

 

Chapter Ten: Museum Theatre 

Golden school days ; Re-examining history through museum theatre ; Museum-university partnership

 

Chapter Eleven: Reminiscence Theatre 

Memory and transgression ; Intergenerational reminiscence theatre ; The evolution of a piece of reminiscence theatre ; Interrogating reminiscence

Part Four: Challenges for Practice

 

Chapter Twelve: Participation, Ethics, Aesthetics and Assessment

 

Afterword: Reflection

Sujets

• Arts visuels
• Histoire des Arts
• Histoire des Arts
• Media Studies
• Social Science
• Theater
• Sociologie, société et politique
• Theatre
• History of art
• General officer
• General
• History
• ART

Informations

• Publié par: Intellect Books Ltd
• Date de parution: 09 décembre 2009
• Nombre de lectures: 0
• EAN13: 9781841503530
• Langue: English

Extrait

Applied Theatre
Applied Theatre:
International Case Studies and Challenges for Practice
Edited by Monica Prendergast and Juliana Saxton
First published in the UK in 2009 by Intellect, The Mill, Parnall Road, Fishponds, Bristol, BS16 3JG, UK
First published in the USA in 2009 by Intellect, The University of Chicago Press, 1427 E. 60th Street, Chicago, IL 60637, USA
Copyright 2009 Intellect Ltd
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission.
A catalogue record for this book is available from the British Library.
Cover design: Holly Rose Copy-editor: Jennifer Alluisi Typesetting: John Teehan
ISBN 9781841502816 EISBN 9781841503530 Printed and bound by Gutenberg Press, Malta.
Contents
Acknowledgements
Preface: What is this book about?
Part One: Theories, History and Practices of Applied Theatre
Chapter One: Theories and History of Applied Theatre
1.1 Where do we find applied theatre?
1.2 What is applied theatre?
1.3 Why applied theatre? How did it emerge?
1.4 What is the purpose of applied theatre?
Summary
Further Reading
Questions for Reflection and Discussion
Suggested Activities
Chapter Two: Practices of Applied Theatre
2.1 How do we make applied theatre?
2.2 Who are the performers of applied theatre?
2.3 Who is applied theatre for?
2.4 What are the interactions between actors, spectators and facilitators in applied theatre?
2.5 How do we assess applied theatre?
2.6 What are the key areas to effective applied theatre practice?
Summary
Further Reading
Questions for Reflection and Discussion
Suggested Activities
Part Two: The Landscape of Applied Theatre
Chapter Three: Theatre in Education (TIE)
Introduction
3.1 Human rights from Indigo by Dukes TIE Company ( SCYPT , 26, 1993)
3.2 Stages of development from Rainbows and spiderwebs: New challenges for theatre in a transformed system of education in South Africa by Michael Carklin (RIDE: Research in Drama Education , 2(2), 1997)
3.3 Anti-drug education from Drug education through creating theatre in education by Joe Winston ( RIDE: Research in Drama Education , 6(1), 2001)
3.4 Addressing LGTB biases from Why Devise? Why now?: Houston, we have a problem by Norma Bowles ( Theatre Topics , 15(1), 2005)
Further Reading
Questions for Reflection and Discussion
Suggested Activities
Chapter Four: Popular Theatre
Introduction
4.1 Popular Theatre as Spectacle from The Welfare State Theatre by Theodore Shank ( TDR: The Drama Review , 21(1), 1977)
4.2 Puppetry with at-risk youth from Walking in both worlds: Snuff Puppets at Barak Indigenous College by Kate Donelan and Angela O Brien ( ATR: Applied Theatre Researcher, 7(2), 2006)
4.3 Comic performance in Bangkok from Duen Phen: Joker performance in the nightclubs of Bangkok by Mary L. Grow ( Asian Theatre Journal , 12(2), 1995)
Further Reading
Questions for Reflection and Discussion
Suggested Activities
Chapter Five: Theatre of the Oppressed (TO)
Introduction
5.1 A letter from Augusto Boal from INTERVIEW: Augusto Boal, City Councillor: Legislative Theatre and the Chamber in the Street by Richard Schechner, Sudipto Chatterjee and Augusto Boal ( TDR: The Drama Review , 42(4),1998)
5.2 Forum theatre on sexual harassment from Making bodies talk in forum theatre by Paul Dwyer ( RIDE: Research in Drama Education , 9(2), 2004)
5.3 Eating disorders and Theatre of the Oppressed from Speaking theatre/Doing pedagogy: Re-visiting theatre of the oppressed by Leigh Anne Howard ( Communication Education , 53(3), 2004)
Further Reading
Questions for Reflection and Discussion
Suggested Activities
Part Three: The Locations of Applied Theatre
Chapter Six: Theatre in Health Education (THE)
Introduction
6.1 HIV/AIDS from Icons and metaphors in African theatre against HIV/AIDS by Victor S. Dugga ( NJ: Drama Australia Journal , 26(2), 2002)
6.2 HIV/AIDS ovarian cancer from All the world s a stage: The use of theatrical performance in medical education by Johanna Shapiro and Lynn Hunt ( Medical Education , 37(10), 2003)
6.3 Child abuse and family violence from Making the everyday extraordinary: A theatre-in-education project to prevent child abuse, neglect and family violence by Peter O Connor, Briar O Connor and Marlane Welsh-Morris ( RIDE: Research in Drama Education , 11(2), 2006)
6.4 Drug abuse from Scratchin the surface with Vita Nova by Sharon Muiruri ( Drama Magazine , 28, 2000)
Further Reading
Questions for Reflection and Discussion
Suggested Activities
Chapter Seven: Theatre for Development (TfD)
Introduction
7.1 A Bangladesh TfD project from Social theatre in Bangladesh by Nazmul Ahsan (TDR: The Drama Review, 48(3), 2004)
7.2 Education for political process in Uganda from A theatrical approach to the making of a national constitution: The case of Uganda by Mangeni Patrick wa Ndeda ( NJ: Drama Australia Journal , 24(1), 2000)
7.3 Women s rights in Pakistan from Fitting the bill: Commissioned theatre projects on human rights in Pakistan: The work of Karachi-based theatre group Tehrik e Niswan by Asma Mundrawala ( RIDE: Research in Drama Education , 12(2), 2007)
Further Reading
Questions for Reflection and Discussion
Suggested Activities
Chapter Eight: Prison Theatre
Introduction
8.1 Critical citizenship in prison from Prose and cons: Theatrical encounters with students and prisoners in Ma asiyahu, Israel by Sonja Kuftinec Chen Alon ( RIDE: Research in Drama Education , 12(3), 2007)
8.2 Fatherhood and family from Notes from inside: Forum theatre in maximum security by Tim Mitchell ( Theater , 31(3), 2001)
8.3 Human rights in a Brazilian prison from Taking hostages: Staging human rights by Paul Heritage ( TDR: The Drama Review , 48(3), 2004)
Further Reading
Questions for Reflection and Discussion
Suggested Activities
Chapter Nine: Community-based Theatre
Introduction
9.1 Large-scale community play from B-O-U-R-N-E-M-O-U-T-H! Our Town! Effects on male teenagers of participation in a community play by Tony Horitz. ( RIDE: Research in Drama Education , 6(1), 2001)
9.2 The world of systems /the world of life from Community theatre in a South Samic community: The challenges in working with theatre in small communities by Tordis Landvik ( ATR: Applied Theatre Researcher , 6, 2005)
9.3 Working with war veterans from Devising community by Crystal Brian ( Theatre Topics , 15(1), 2005)
Further Reading
Questions for Reflection and Discussion
Suggested Activities
Chapter Ten: Museum Theatre
Introduction
10.1 Golden school days from Dear great grandchildren: When I was in school there was only one classroom and the school was as big as a house. . . : Craigflower Schoolhouse, 1860 by Juliana Saxton and Margaret Burke ( Drama Contact , 1(10), 1986)
10.2 Re-examining history through museum theatre from Making history in the second person: Post-touristic considerations for living historical interpretation by Scott Magelssen ( Theatre Journal , 58(2), 2006)
10.3 Museum-university partnership from Digging a ditch with undergraduates: A museum theatre experience by Debra McLauchlan ( NJ: Drama Australia Journal , 31(2), 2008)
Further Reading
Questions for Reflection and Discussion
Suggested Activities
Chapter Eleven: Reminiscence Theatre
Introduction
11.1 Memory and transgression from The subversive practices of reminiscence theatre in Taiwan by Wan-Jung Wang ( RIDE: Research in Drama Education , 11(1), 2006)
11.2 Intergenerational reminiscence theatre from The performance of memory: Drama, reminiscence and autobiography by Helen Nicholson ( NJ: Drama Australia Journal , 27(2), 2003)
11.3 The evolution of a piece of reminiscence theatre from Older people act up: Making the ordinary extraordinary by Howard Pflanzer ( TDR: The Drama Review , 36(1), 1992)
11.4 Interrogating reminiscence from Reminiscence and oral history: Parallel universes or shared endeavour? by Joanna Bornat ( Ageing and Society , 21, 2001)
Further Reading
Questions for Reflection and Discussion
Suggested Activities
Part Four: Challenges for Practice
Chapter Twelve: Participation, Ethics, Aesthetics and Assessment
12.1 Participation
12.2 Artistry and Aesthetics
12.3 Ethics
12.4 Assessment/Evaluation
Summary
Further Reading
Questions for Reflection and Discussion
Suggested Activity
Afterword: Reflection
Bibliography
Index
A CKNOWLEDGEMENTS
The editors wish to thank the authors for permission to use their work.
Speaking theatre/Doing pedagogy: Re-visiting theatre of the oppressed by Leigh Anne Howard, Communication Education, 53 (3), 2004. Reprinted by permission of the publisher (Taylor Francis, Ltd, www.informaworld.com ).
Rainbows and spiderwebs: New challenge for theatre in a transformed system of education in South Africa by Michael Carklin, Research in Drama Education, 2 (2), 1997. Reprinted by permission of the publisher (Taylor Francis, Ltd, www.informaworld.com ).
Drug education through creating theatre in education by Joe Winston, Research in Drama Education, 6 (1), 2001. Reprinted by permission of the publisher (Taylor Francis, Ltd, www.informaworld.com ).
Making bodies talk in forum theatre by Paul Dwyer, Research in Drama Education 9 (2), 2004. Reprinted by permission of the publisher (Taylor Francis, Ltd, www.informaworld.com ).
Making the everyday extraordinary: A theatre-in-education project to prevent child abuse, neglect and family violence by Peter O Connor, Briar O Connor and Marlane Welsh-Morris, Research in Drama Education 11 (2), 2006. Reprinted by permission of the publisher (Taylor Francis, Ltd, www.informaworld.com ).
Fitting the bill: Commissioned theatre projects of human rights in Pakistan: The work of Karachi-based theatre group Tehrik e Niswan b