Saturday, June 10, 2017

Female Playwrights, Directors, Practitioners and Theatre Makers


Female Playwrights, Directors, Practitioners and Theatre Makers
A Day in the Lives


Although, I have elsewhere in this blog, sort to emphasize the continuing contributions, influences and commitments of females to theatre, I think that sometimes a through line or overall sense of these contributions can be lost. The history of female playwrights, directors, practitioners, theatre designers, theatre managers and drama makers is long and significant. Unfortunately, because of cultural mores, constraints and the overemphasis given in written records to the exploits of males, it is sometimes more difficult to easily measure and appreciate the exact commitments of female practitioners and makers to theatre and drama. 



One observation of mine from looking into this is that female dramaturgy is often collective or grows through the sharing of stories, ideas and supporting groups or communities. Learning by exploring my ignorance and the serious gaps in my knowledge is always an experience. So here is my attempt to provide a short overview.
In case you don’t have time to read this entire post I suggest the following to start. I really don’t believe in the canonization of the written text and the performance of the popular play as being at the center of drama. The written text does give some sense of permanence to a drama or text but I will try to not make it my only priority. I also don’t really believe in Top 10, Top 40 or Top 100 lists so I suggest a day in life or evolutionary journey approach. The first part of this post is a short day in the life history of female dramaturgy.


Since drama involves stories, characters and form and since females in most cultures were the cultural caretakers in most societies, I suggest starting your day at sunrise with reading some creation stories. Imagine women as the cultural caretakers of stories, songs and dances – a performance historical and cultural record. African female creation stories particularly those of the Ananse tales from the Akan peoples would be a good place to start. However, this clip of a modern female African storyteller gives the sense of the power and the danger that faced and still face females as the caretakers of story knowledge.


Stories from Indigenous Australian traditions are also truly enlightening. Perhaps even watch the Awakening Ceremony from the 2000 Sydney Olympics Opening Ceremony.


Native American stories work well especially the myths of Iroquois is a great Native American creation feminine story. http://www.crystalinks.com/namcreationwomen.html


Next, over a light Middle Eastern or Mediterranean breakfast. Read or look at Ancient Egyptian drama or two. Imagine you are in Ancient Egypt at the Festival of Osiris. Imagine the role of females in enacting out The Lamentations of Isis and Nephthys. Here is a translation of the text:


As you finish your leisurely breakfast imagine you are in Ancient Greece. Perhaps imagine yourself inside or outside the women’s quarters (gynaikônitis) in a private house and read the works of the Ancient Greek female poet Sappho (630BC – 570BC), who lived on the island of Lesbos. Her poems were probably performed in circles of all females around 600BC.



Then take a quick look at the Nāṭya Śāstra and read about the form, or look at the pictures or try out some of the gestures and movement of this form developed in India around 500BC to 200BC and which as form still informs Indian drama, theatre, dance and films. Here is a link to a website with some information, videos and pictures of the Nāṭya Śāstra



Then move to another location and imagine you are in 10th Century Germany in Gandersheim Abbey in Lower Saxony in a community of unmarried daughters of high nobility. Read at least one of the plays of Hrotsvitha of Gandersheim. She wrote in Latin but here is an English translation of her plays.


In the same location, try to get a taste of the great German Benedictine abbess Saint Hildegard of Bingen. Listen to or look at or read some of her Ordo Virtutum written in about 1151. Here is a video-clip of a modern performance of the piece.


Now as the morning progresses imagine you are in Italy around 1550 in Venice or Milana around the 1550’s and you see and hear in the marketplace the improvised form of mask theatre called the Commedia dell arte and you see women on stage and you see the comic scenes they have developed
The following clip may give some sense of how female actresses performed scenes in the original commedia dell arte plays:


As the sun is rising higher, you may want to read part of (or all of) some of the writing of Elizabeth Cary, the first female playwright to write original plays in English. Her 1613 play The Tragedy of Mariam, the Fair Queen of Jewry is a classic.


As an appetizer just before lunch, try reading some of the work of the great Aphra Behn. She wrote eighteen plays from 1670 to 1689. Here is a link to her work, I suggest that you read The Rover, Parts One (1677): https://www.gutenberg.org/files/21339/21339-h/21339-h.htm


Over a leisurely lunch, look or listen to some of the work of the great Indian poet, courtesan, writer and performer Mah Laqa Bai who was born in 1768 and wrote and performed in Urdu, Arabic, Persian and Bhoipuri. Here is a short video with some of her poetry giving some sense of her life and her work:



In the middle of lunch, try to explore some of the work of the prolific Restoration actress and playwright Elizabeth Inchbald. Here is A Lovers’ Vows (1799):

As you finish lunch, print off or download onto your IPad or Kindle, one of the plays of the great Scottish playwright Joanna Baillie. She wrote tragedies, comedies, farces, romantic comedies, patriotic vitriols, gothic tragedies, musical dramas and melodramas. Try her Gothic Drama De Monfort (1798)



Then as the shade of the afternoon starts to first appear, take a walk and move onto exploring the work of Anna Cora Mowatt Ritchie who is perhaps the first female North American playwright. Her 1845 play Fashion, or Life in New York is a good place to start.



Stay with North American female writers as the afternoon progresses. Although mostly known as the novelist who wrote Uncle Tom’s Cabin, the American writer and playwright Harriet Beecher Stowe wrote a couple of important plays including the 1855 play The Christian Slave based on part of Uncle Tom’s Cabin. Here is a link to the play:


As the sun goes lower in the sky, I would suggest that you read the work of the American born Elizabeth Robins who is known for her acting, playwrighting, writing and involvement in the suffragette movement in the United Kingdom. Look at her play Votes for Women (1907) since it is thematically and stylistically revolutionary. https://archive.org/stream/votesforwomenpla00robiuoft/votesforwomenpla00robiuoft_djvu.txt



As the moon gently rises, I think there is no better place to start than to look at pictures from the mise en scenes of the English theatre director, theatre producer, costume designer and one of the pioneers of the suffragette movement Edith Ailsa Geraldine Craig. Look at the paintings of Clare Atwood to get some sense of Edith Craig, her mother Ellen Craig and the world of woman suffragettes in the early 20th Century.



As your eyes adjust to the night light. Look at the work of the American playwright and theatre director Rachel Crothers. Read her 1909 play A Man’s World and get the sense of her great contribution to drama.


As the stars first rise in the evening, please look at either a script from or a video of the performances of the great Italian actor, playwright and militant leftwing politician Franca Rame who was also the wife and professional partner of Dario Fo and whose work spans 60 years and advances theatre and females in theatre in so many ways. Here is a 2013 performance of her scene A Woman Alone from Female Parts.



Look at the moon and open some of the work of the Mexican playwright Ximena Escalante. Her work is truly international and uses archetypal characters. Look at these clips from two productions of her plays and see if you can get her work in translation.




Sit back and look at the whole night sky and open and read some of the work of
Caryl Churchill, one of the greatest and most prolific playwrights to write in the English language female or male. Her work Cloud 9 or Top Girls are good places to start.
Here is speech from Cloud 9:
And another from Top Girls:



As the evening progresses look at the work of the Japanese/American female playwright Naomi Iizuka. Try to read one of her plays but perhaps as an introduction to her work look at this trailer for a college production of her 2006 play Anon (ymous).


As the night grows older and stiller, read one of the plays of Australia Indigenous playwright and Muruwari women Jane Harrison. I suggest starting with Stolen (1998).
Here is a video-clip of Jane Harrison talking about how she came to write Stolen:
Here is a link to download the play:


There is no better way to end the evening than by reading or viewing the work of the great female playwright and director Mary Zimmerman born in 1960. Here is an extract from her 2005 play Arabian Nights.
Here is a link to buying the play on Kindle:
Here is a clip from a production of the play:
https://www.youtube.com/watch?v=zxiaGSa8kb4

Here is an interesting article on females in theatre specifically in Shakespeare's plays and Shakespeare's time:
https://www.whatsonstage.com/london-theatre/news/women-in-theatre-eight-facts_45974.html



And now, when you have time, the next posts will explore the long, rich and partially hidden history of the dramaturgy of women in theatre and drama.

Monday, September 26, 2016

Reader's Theatre

Reader’s Theatre


Introduction
‘Reader’s Theatre’ also known as ‘Chamber’s Theatre’ or ‘Interpretative Theatre’ is:
      A style of theatre or presentation where ‘readers’ read from a ‘script’ where the parts are divided among the ‘readers’
      A dramatic or moved reading
      The ‘lines’ are not learnt by the reader/performers
      Scripts are held during the presentation
      Sometimes Choral reading or group reading is evident
      Strengths
            - easy and quick to rehearse
            - reader/performers use the expression in their voices and faces  (along with simple gestures)      
            - no elaborate costumes, lighting or set
            - can be done with Primary school children too

The History of Reader’s Theatre
      ‘Reader’s Theatre’ probably had its origins in Ancient Greece 2500 years ago
      It probably progressed during the Enlightenment period (mostly the 18th Century) with an interest in moved literature readings
      During Victorian times Tea Room Readings of plays and Chamber play pieces probably had aspects of ‘reader’s Theatre.
      The proliferation of Radio in the 1920’s meant that many live radio broadcasts or recorders were performed in front of an audience and done as performed moved readings. Radio plays are a form of Readers’ Theatre. The actors perform using scripts. There is no “staging” in this case. This continued to the 1940’s.
      During the late 1940’s, American Leslie Irene Coger invented modern ‘Reader’s Theatre’ and as a professor at Southwest Missouri State University developed ‘Reader’s Theatre’ as a way to develop active literacy skills
      The term ‘Reader’s Theatre’ seems to have probably been used  first in 1945 when a professional drama troupe in New York called themselves Readers Theatre Inc., produced Oedipus Rex. The objective of their performance was “to give the people of New York an opportunity to witness performances of great dramatic works which were seldom if ever are produced.” 
      In 1951, the Broadway production of Don Juan in Hell brought Readers Theatre to a more mainstream performance audience
      In 1952 Stephen Vincent Benét’s long narrative poem John Brown’s Body, adapted and directed by Charles Laughton, was presented by three readers and a chorus of twenty. Unlike the actors in Don Juan in Hell, who read the part of many different characters, these three actors each represented a single character.
      During the 1960’s the Reader’s Theatre styles such as Chamber Theatre, Theatre of the Mind develop and Dr. Coger writes in her handbook, ‘Readers Theatre’.
      By 1965, Readers’ Theatre had become popular within college theatre departments The 1970’s saw the active adoption of Reader’s Theatre in the training of Primary and Lower Secondary teachers
      The 1990’s saw the shift from Reader’s Theatre as an educational and interpretational tool to a more performance study-based field method
      By the 21st Century Reader’s Theatre also started to become popular in the teaching even of subjects like Science, Geography and History (see Smith 2008)

Style and Conventions in Reader’s Theatre



·        Readers can be arranged in a row or a semicircle, standing up or sitting on high stools
·        Narrators are placed at one or both ends, and major characters in the centre
·        Scripts can be held in hand or set on music stands.
·        Readers can look straight out toward the audience or at an angle, rather than at each other. Narrators always look directly at the audience while characters can look at one another
·        The ‘lines’ are not learnt by the reader/performers
·        Sometimes the characters introduce who they are at the beginning to help the audience
·        Sometimes Choral reading or group reading is evident
·        Characters portray the action described in the story. Where possible, the portrayal is literal, with characters moving around the stage much as in a play
·        Simple mime techniques are used
·        Though narrators look mostly at the audience, characters look mostly at each other
·        Characters don’t exit (the reader normally turns their back to the audience to exit)
·        Scripts in sturdy binders are held in one hand, leaving the other hand free for acting

·        At some points a Reader may need to put the script down to add a gesture or movement to help the presentation

Video Examples of Reader’s Theatre
      See if you can see some aspects of Reader’s Theatre and its stage conventions in the video. Play about 1 minute then stop and discuss. 





Sample of Reader’s Theatre Script
The Animal Trainer Parts (3 Characters): Narrator, Animal Trainer, Lion
Narrator: La--dies and Gen--tlemen! Welcome to out world renowned lion training act. May I direct your attention to the center wing here under our circus big-top.
Trainer: And now, ladies and gentlemen, I shall do my famous lion act! OK, Joe, open the cage door.
Narrator: Joe, the circus animal handler opens a cage door at the edge of the ring and out leaps a full grown lion.
Lion: [Leaping out of the cage] Just watch and see how well I have this trainer trained!
Trainer: OK, Leo, up on your stand! Lion: [To audience] Now watch me make him crack his whip.
[Sit with hands on chair seat]
Trainer: [Cracks whip] All the way up, Leo... All the way up. Lion: Now watch him bow to everyone.
[Get up on seat of chair with feet.]
Trainer: [Bowing to audience] Thank you. Thank you. And now for my next trick. [Cracks whip again.] Lion: [To audience while getting off chair] Want to see him turn in circles? keep your eyes open! Narrator: The trainer takes the chair and holds it between himself and the lion while cracking his whip. He turns in a small circle and Leo walks in a wide circle around the ring.
Trainer: That's it, Leo, around the cage. There you go! [Keeps Leo at the end of the whip, turning around with him.]

Other Websites with Samples of Scripts
http://www.readerstheater.com/samples.html
http://www.thebestclass.org/rtscripts.html
https://www.readinga-z.com/fluency/readers-theater-scripts/


Lesson Plan for Reader’s Theatre
Before the class, you will need to make multiple photocopies of the books or scripts you are using. For more able or advanced groups you can have the students highlight and work out the lines but for a group just starting or a younger group or a less able group, you can highlight the lines before the lesson for them. This does take some time.

1.
Introduction to ‘Readers Theatre’.
For Primary students, start with discussing what reading is, what characters are in a book and who or what a narrator is. Discuss the different ways stories are told.
For Secondary students, read the introduction to this blog, watch the videos and discuss what ‘Reader’s Theatre’ may be. For some groups, you might want to give the lessons a language focus and discuss what ‘direct’ and ‘indirect speech’ are and how we can identify them (i.e. through punctuation clues or through their purpose or function). Talk about why you might want to use Reader’s Theatre. Go over Shepard (2014) Tips for Staging Reader’s Theatre  http://www.aaronshep.com/rt/Tips2.html
Students should go over these tips as well as the style and convention features mentioned earlier in this blog.
If students are just doing this as an inquiry unit then they should be made aware of the key questions or areas of inquiry that they will be undertaking. If they are being assessed then the assessment, rubric or evaluation should be introduced (find a sample evaluation sheet below). Introduce the Readers Theatre Rubric and make sure that students are aware of how their performance will be assessed.
2.
Organize the students into groups. You can assign the groups, the books and the roles or the students can do this themselves. Make sure each student is assigned or choses a role and make sure that a competent reader or student is assigned the Narrator.  
4.
Hand out the already highlighted scripts or have the students highlight their lines. Using different highlight colours for each character is a good idea and makes it easier for the students. Have students use a highlighter to highlight their roles in the script.
5.
Let the students do a first read through of the scripts. After this read through go over the simple things they can do to make the reading into more ‘Reader’s Theatre’ such as standing in a row or semi-circle, putting the Narrator at the end, stepping forward when they speak, having the narrator talk to the audience but have characters talk to one another, using their voice to create a sense of character or express what is happening, using simple hand gestures and miming.
6.
Have the groups rehearse and then have each group perform for the class. Reflect on what worked well. If the students and you want to take this further, the students can discuss extra staging aspects they could add such as simple costumes, simple set or having students mime different parts of the set.

Possible Reader’s Theatre Assessment or Evaluation Areas
1.     The way the group prepared for and rehearsed the Reader’s Theatre.
2.     Vocal Expression (Volume, pace, pitch, variation, pronunciation and sense of character)
3.     Use of the space, gestures and movement
4.     Group effectiveness during the performance
5.     Use of any other staging elements such as costumes, folders, simple set etc.
6.     Effect of performance or impact on the audience
7.     A written statement of intention and or reflection can be also assessed. With younger students this can be done verbally. For very advanced students a program can be made and the intention and cast list can be put in the program.

References
      Coger, L.I., White, M.R. (1973). Readers Theatre Handbook: A Dramatic Approach to Literature. Revised Edition. Glenview, Illinois: Scott, Foresman and Co.
      Coger, L.I. (1998). "From Elocution to Performance Studies: A Personal History." Future of Performance Studies: Visions and Revisions. Ed. Sheron Dailey. Annadale, VA: National Communication Association, 1998. 110 - 113.
      Henry, L.A. (2016). ‘Reader’s Theater Lesson Plan’. ReadWriteThink Webpage. Newark, Del.: ReadWriteThink Inc.
      Kimbell-Lopez, K. (2003). Just think of the possibilities: Formats for reading instruction in the elementary classroom. Reading Online, 6. http://www.readingonline.org/articles/art_index.asp?HREF=kimbell-lopez/index.html
      Shepard, A. (2014). Tips on Staging (Reader’s Theatre). [Website].
      Smith, R,W. (2008). World History Readers' Theater, Grades 5-8. New York: Teacher Created Resources (May 1, 2008)
      Walker, . (2014). ‘Readers Theatre Presentation.’ Performance History. Southern Illinois University Carbondale. 14 April 2014. Lecture.
      Walker, . (2014). ‘Jump Up - Readers Theatre Presentation. Performance History. Southern Illinois University Carbondale. 14 April 2014. Lecture.
      Website: