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Tartuffe: Les Précieuses Ridicules, George Dandin... (Dover Thrift Editions)
by MolièreTeeming with lively humor and satirical plot devices, this timeless comedy by one of France's greatest playwrights follows the outrageous activities of a penniless scoundrel and religious pretender. Invited to live in his benefactor's house, he wreaks havoc among family members by breaking off the daughter's engagement, attempting to seduce his hostess, and resorting to blackmail and extortion. Essential reading for students of theater and literature. A selection of the Common Core State Standards Initiative.
Tartuffe and the Bourgeois Gentleman: A Dual-Language Book
by MolièreOften called the "Father of French Comedy," Molière (Jean-Baptiste Poquelin, 1622-1673) was a master at exposing the foibles and complexities of humanity in plays notable for their dramatic construction, varied and diverse humor, and subtlety of psychological observation. This convenient dual-language volume contains the original French texts and English translations of two of Molière's most praised and popular comedies: Tartuffe and The Bourgeois Gentleman. These timeless theatrical works by one of France's greatest and most influential playwrights can be appreciated not only by students of French language and literature but by any aficionado of classic comedy.Tartuffe, a 1664 verse comedy with serious overtones, concerns a scoundrel who impersonates a holy man in order to acquire his gullible host's property and wife. The prose farce The Bourgeois Gentleman, an instant success at its 1670 debut, lampoons the hypocrisy of 17th-century Parisian society with a central character who attempts to adopt the superficial manners, accomplishments, and speech associated with the nobility. Both plays abound in humor, the quips of saucy servants, and a host of satirical plot devices.For this edition, Stanley Appelbaum has provided an informative introduction to the playwright and the plays, and excellent literal English translations on facing pages, offering students an ideal opportunity both to refine their French-language skills and to enjoy Molière in his own words.
Tartuffe or the Hypocrite
by Molière Curtis Hidden PageTartuffe a "man of God" uses his connections to swindle his generous host Orgon out of his wealth and his wife. [This text is listed as an example that meets Common Core Standards in English language arts in grades 11-12 at http://www.corestandards.org.]
The Tatler
by VoltaireDon't imagine, my dear, that, by what I'm going to say, I mean to exercise the authority of a mother, always ready as you know I am, to listen in my turn to your reasons when I think them good; my intention is not to lay my commands on you, but to give you my advice; it is my heart which speaks to you, and that experience I have had in the world makes me foresee evils which I would endeavor to prevent: you have been at court, I think, not above two months; believe me, 'tis a dangerous situation: the perfidious group of courtiers always look on a new-comer with an eye of malevolence, and soon find out all his imperfections: from the first moment, they condemn him, without pity or remorse; and, which is still worse, their judgment is irrevocable: be guarded against their malice: on the first step we take in life, the rest of it must in a great measure depend: if you once make yourself ridiculous, the world will think you always so: the impression will remain: it is in vain, as you advance in years, to change your conduct, and assume a more serious behavior: you will suffer a long time from old prejudices: even if we do grow better, we are still suspected; and I have often known men pay dearly in their old age for the errors of their youth: have a little regard therefore to the world, and remember you ought to live now more for that than for yourself. Wilder Publications is a green publisher. All of our books are printed to order. This reduces waste and helps us keep prices low while greatly reducing our impact on the environment.
The Taxi-Dance Hall: A Sociological Study in Commercialized Recreation and City Life
by Cressey Paul G.First published in 1932, The Taxi-Dance Hall is Paul Goalby Cressey’s fascinating study of Chicago’s urban nightlife—as seen through the eyes of the patrons, owners, and dancers-for-hire who frequented the city’s notoriously seedy “taxi-dance” halls. Taxi-dance halls, as the introduction notes, were social centers where men could come and pay to dance with “a bevy of pretty, vivacious, and often mercenary” women. Ten cents per dance was the usual fee, with half the proceeds going to the dancer and the other half to the owner of the taxi-hall. Cressey’s study includes detailed maps of the taxi-dance districts, illuminating interviews with dancers, patrons, and owners, and vivid analyses of local attempts to reform the taxi-dance hall and its attendees. Cressey’s study reveals these halls to be the distinctive urban consequence of tensions between a young, diverse, and economically independent population at odds with the restrictive regulations of Prohibition America. Thick with sexual vice, ethnic clashes, and powerful undercurrents of class, The Taxi-Dance Hall is a landmark example of Chicago sociology, perfect for scholars and history buffs alike.
The Taylor Mac Book: Ritual, Realness and Radical Performance (Triangulations: Lesbian/Gay/Queer Theater/Drama/Performance)
by David Roman Sean EdgecombThis is the first book to dedicate critical attention to the work of influential theater-maker Taylor Mac. Mac is particularly celebrated for the historic performance event A 24-Decade History of Popular Music, in which Mac, in fantastical costumes designed by collaborator Machine Dazzle, sang the history of the United States for 24 straight hours in October 2016. The MacArthur Foundation soon thereafter awarded their “genius” award to a “writer, director, actor, singer, and performance artist whose fearlessly experimental works dramatize the power of theater as a space for building community . . . [and who] interacts with the audience to inspire a reconsideration of assumptions about gender, identity, ethnicity, and performance itself.” Featuring essays, interviews, and commentaries by noted critics and artists, the volume examines the vastness of Mac’s theatrical imagination, the singularity of their voice, the inclusiveness of their cultural insights and critiques, and the creativity they display through stylistic and formal qualities and the unorthodoxies of their personal and professional trajectories. Contributors consider the range of Mac’s career as a playwright, performer, actor, and singer, expanding and enriching the conversation on this much-celebrated and deeply resonant body of work.
Te Gusta Morir?
by Federico RomanoDoce historias en primera y tercera persona, los personajes se mueven a lo largo de un hilo intentando mantener el equilibrio entre la fantasía y la realidad.
Tea at Five: [a Play]
by Matthew Lombardo1f / Biographical monologue / Tea at Five captures the fiery spirit of Katherine Hepburn in a one-woman show that recounts her journey from a well-heeled Yankee childhood to winner of four Oscars. Ensconced at her beloved Fenwick home, Ms. Hepburn reflects on the dizzying heights and emotional lows of her upbringing, her adventures in show business and her heartbreaking romance with Spencer Tracy. Audiences leave with new memories of one of the most dearly loved ladies of an era.
A Teacher's Guide to Our Town
by Thornton Wilder Amy JurskisFor teachers We know that the Common Core State Standards are encouraging you to reevaluate the books that you assign to your students. To help you decide which books are right for your classroom, each free ebook in this series contains a Common Core-aligned teaching guide and a sample chapter.This free teaching guide for Our Town by Thornton Wilder is designed to help you put the new Common Core State Standards into practice."Taking as his material three periods in the history of a placid New Hampshire town, Mr. Wilder has transmuted the simple events of human life into universal reverie. He has given familiar facts a deeply moving, philosophical perspective. . . . Our Town is one of the finest achievements of the current stage."--Brooks Atkinson Our Town was first produced and published in 1938 to wide acclaim. This Pulitzer Prize-winning drama of life in the town of Grover 's Corners, an allegorical representation of all life, has become a classic. It is Thornton Wilder's most renowned and most frequently performed play.
Teachers in Early Modern English Drama: Pedagogy and Authority (Studies in Performance and Early Modern Drama)
by Jean LambertStarting from the early modern presumption of the incorporation of role with authority, Jean Lambert explores male teachers as representing and engaging with types of authority in English plays and dramatic entertainments by Shakespeare and his contemporaries from the late sixteenth to the early seventeenth century. This book examines these theatricalized portraits in terms of how they inflect aspects of humanist educational culture and analyzes those ideas and practices of humanist pedagogy that carry implications for the traditional foundations of authority. Teachers in Early Modern English Drama is a fascinating study through two centuries of teaching Shakespeare and his contemporaries and will be a valuable resource for undergraduates, postgraduates, and scholars interested in sixteenth- and seventeenth-century drama, writing, and culture.
Teaching a Midsummer Night's Dream, Romeo and Juliet, and Macbeth: Shakespeare Set Free (Folger Shakespeare Library)
by Peggy O'BrienThe Folger Shakespeare Library, the nation's most important center for Shakespeare study and scholarship, is also the center for Shakespeare education. At the Library's Teaching Shakespeare Institute, scholars, actors, and teachers from across the country work together in the business of teaching and learning Shakespeare. This volume of the Shakespeare Set Free series is written by institute faculty and participants and includes the latest developments in recent scholarship. It bristles with the energy created by teaching and learning Shakespeare from the text and through active performance and reflects the experience, wisdom, and wit of real classroom teachers in schools and colleges throughout the United States. In this book, you will find the following:-Clearly written essays by leading scholars to refresh teachers and challenge older students -Michael Tolaydo’s brilliant and accessible technique for classroom teaching through performance -Day-by-day teaching strategies that successfully and energetically immerse students in every grade and skill level in the language and the plays themselves – created, taught, and written by real teachers.
Teaching Acting with Practical Aesthetics
by Troy DobosiewiczTeaching Acting with Practical Aesthetics uses constructivist pedagogy to teach acting via Practical Aesthetics, a system of actor training created in the mid-1980s by David Mamet. The book melds the history of Practical Aesthetics, Practical Aesthetics itself, educational theory, and compatible physical work into the educational approach called Praxis to create a comprehensive training guide for the modern actor and theatre instructor. It includes lesson plans, compatible voice and movement exercises, constructivist teaching materials, classroom handouts, and a suggested calendar for Acting courses. Written for Acting instructors at the college and secondary levels, Acting scholars, and professionals looking for a new way to perform, Teaching Acting with Practical Aesthetics offers detailed instructions to help students sharpen their performing skills and excel on stage.
Teaching and Learning through Dramaturgy: Education as an Artful Engagement (Learning Through Theatre)
by Anna-Lena ØsternThe aim of this book is to contribute a dramaturgical perspective to education. The authors write from a dramaturgical perspective about the planning of teaching, leadership in the classroom, the teacher-body, the teacher’s oral skills and ethics, communication, and about the spaces in which teaching takes place. The book is written with the pre-understanding that the ways in which art creates knowledge need to be illuminated and articulated more clearly in educational thinking, thereby enhancing artful engagement in education. Dramaturgical perspectives are presented as such a way – a form of knowledge that the artform of drama/theatre can contribute to teaching and learning in general. Through examples and analyses of empirical material, as well as through theoretical perspectives, the authors show chapter by chapter how dramaturgy and a dramaturgically inspired language and concepts create more possibilities of choice for teachers in planning and carrying out their teaching. Teaching and Learning through Dramaturgy brings to the forefront what will be enabled in teaching and planning of teaching, by making use of a dramaturgically inspired language and action, what in principle is possible in every subject.
Teaching Costume Design and Costume Rendering: A Guide for Theatre and Performance Educators
by Jennifer Flitton AdamsTeaching Costume Design and Costume Rendering: A Guide for Theatre and Performance Educators clarifies the teaching process for Costume Design and Costume Rendering courses and offers a clear and tested path to success in the classroom. Drawing on the knowledge and experience of the author’s twenty-five years of teaching as well as many decades of work by multiple other educators, this book provides a clear roadmap for teaching these two popular Theatre courses. It includes information on pedagogical theory, creating syllabi, preparing and structuring classes, crafting lectures, and analyzing students’ work, with a heavy focus on specific teaching projects that have been proven to work in the classroom. All aspects of teaching costume design and rendering are considered, including body awareness, cultural sensitivities, script analysis, elements and principles of design, psychology of dress, choosing fabrics, period styling, and requirements of dance costumes. Included in the appendices are sample syllabi, and additional reading and research resources. Teaching Costume Design and Costume Rendering is a guide for theatre and performance educators ranging from secondary education to undergraduate programs and graduate studies. It is a valuable resource both for costume educators approaching costume design and rendering classes for the first time and for experienced instructors looking for new material for these courses.
Teaching Drama in Primary and Secondary Schools: An Integrated Approach
by Michael FlemingThis book will be of major interest to student teachers, teachers, lecturers and researchers. It provides a case for an integrated approach to the teaching of drama in primary and secondary schools that will help practitioners develop a theoretical rationale for their work. It also offers practical examples of lesson plans and schemes of work designed to give pupils a broad and balanced experience of drama. These are presented within a framework that argues for an integration of content and form, means and ends, and internal and external experience.Whereas the author's previous work argued for an inclusive approach that reconciled polarized views about performance drama and improvisation, this book shows how those activities can be related to each other in practice in an integrated curriculum.
Teaching French Neoclassical Tragedy (Options for Teaching #55)
by Hélène E. Bilis and Ellen McClureTragedy has been reborn many times since antiquity. Seventeenth-century French playwrights composed tragedies marked by neoclassical aesthetics and the divine-right absolutism of the Grand Siècle. But their works also speak to the modern imagination, inspiring reactions from Barthes, Derrida, and Foucault; adaptations and reworkings by Césaire and Kushner; and new productions by francophone and anglophone directors.This volume addresses both the history of French neoclassical tragedy--its audiences, performance practice, and development as a genre--and the ideas these works raise, such as necessity, free will, desire, power, and moral behavior in the face of limited choices. Essays demonstrate ways to teach the plays through a variety of lenses, such as performance, spectatorship, aesthetics, rhetoric, and affect. The book also explores postcolonial engagement, by writers and directors both in and outside France, with these works.
Teaching Introduction to Theatrical Design: A Process Based Syllabus in Costumes, Scenery, and Lighting
by Eric Appleton Tracey LyonsTeaching Introduction to Theatrical Design is a week-by-week guide that helps instructors who are new to teaching design, teaching outside of their fields of expertise, or looking for better ways to integrate and encourage non-designers in the design classroom. This book provides a syllabus to teach foundational theatrical design by illustrating process and application of the principals of design in costumes, sets, lights, and sound.
The Teaching of Kathakali in Australia: Mirroring the Master (Routledge Advances in Theatre & Performance Studies)
by Arjun RainaThis book tells the story of teaching Kathakali, a seventeenth century Indian dance-drama, to contemporary performers in Australia. A rigorous analysis and detailed documentation of the teaching of multiple learners in Melbourne, both in the group workshop mode and one-on-one, combined with the author’s ethnographic research in India, leads to a unique insight into what the author argues persuasively is at the heart of the art’s aesthetic- a practical realisation of the theory of rasa as first articulated in the ancient Sanskrit treatise on drama The Natyashastra. The research references the latest discoveries in neuroscience on ‘mirror neurons’ and argues for a reconceptualization of Kathakali’s imitative methodology, advancing it from the reductive category of ‘mimicry’ to a more contemporary and complex mirroring which is where its value lies in Australian actor performer training. The Teaching of Kathakali in Australia will be of great interest to students and scholars of theatre and dance, intercultural actor training, practice-led research, and interdisciplinary studies of neuroscience and performance.
Teaching Performance Practices in Remote and Hybrid Spaces
by Jeanmarie HigginsThis collection of insightful essays gives teachers’ perspectives on the role of space and presence in teaching performance. It explores how the demand for remote teaching can be met while at the same time successfully educating and working compassionately in this most ‘live’ of disciplines. Teaching Performance Practices in Remote and Hybrid Spaces reframes prevailing ideas about pedagogy in dance, theatre, and somatics and applies them to teaching in face-to-face, hybrid, and remote situations. Case studies from instructors and professors provide essential, practical suggestions for remotely teaching a vast range of studio courses, including tap dance, theatre design, movement, script analysis, and acting, rendering this book an invaluable resource. The challenges that teachers are facing in the early twenty-first century are addressed throughout, helping readers to navigate these unprecedented circumstances whilst delivering lessons, guiding workshops, rehearsing, or even staging performances. This book is invaluable for dance and theatre teachers or leaders who work in the performing arts and related disciplines. It is also ideal for any professionals who need research-based solutions for teaching performance online.
Teaching Postdramatic Theatre: Anxieties, Aporias and Disclosures
by Glenn D’CruzThis book explores the concept and vocabulary of postdramatic theatre from a pedagogical perspective. It identifies some of the major anxieties and paradoxes generated by teaching postdramatic theatre through practice, with reference to the aesthetic, cultural and institutional pressures that shape teaching practices. It also presents a series of case studies that identify the pedagogical fault lines that expose the power-relations inherent in teaching (with a focus on the higher education sector as opposed to actor training institutions). It uses auto-ethnography, performance analysis and critical theory to assist university teachers involved in directing theatre productions to deepen their understanding of the concept of postdramatic theatre.
Teaching Practical Theatrical 3D Printing: Creating Props for Production
by Robert C. BerlsTeaching Practical Theatrical 3D Printing: Creating Props for Production is a cohesive and practical guide for instructors teaching 3D printing techniques in stagecraft, costume and props courses.Written for the instructor, this book uses non-technical language to explain 3D printers, their workflows and products. Coverage includes the ins and outs of multiple filaments, pros and cons of different types of printers, shop or laboratory setup and safety concerns. The book features lesson plans, rubrics and class-tested sample student projects from design to finished product that highlight learning objectives and methodologies, as well as software and hardware usage explanations and common problems that can occur within design and printing. Step-by-step instructions are included for many types of projects, including fake noses, candlestick phones, buttons, 3D scans, historical recreations and linear actuators. The book also contains examples of poor, average and excellent work with grading explanations and guidance on how to help the student move to the next level with their projects. Chapter objectives, chapter summaries, checklists and reflection points facilitate an instructor in gaining confidence with 3D printers and incorporating their use in the classroom.Teaching Practical Theatrical 3D Printing is an excellent resource for instructors of Props and Costume Design and Construction courses that are interested in using state of the art tools and technology for theatre production.Fully editable files for every object featured in the book are available at www.routledge.com/9781032453279, allowing readers to jump-start their projects and giving them the flexibility to change and redesign the items to best fit their needs.
Teaching Shakespeare Beyond the Centre
by Kate Flaherty Penny Gay L. E. SemlerShowcasing a wide array of recent, innovative and original research into Shakespeare and learning in Australasia and beyond, this volume argues the value of the 'local' and provides transferable and adaptable models of educational theory and practice.
Teaching Shakespeare Beyond the Major
by M. Tyler Sasser Emma K. AtwoodThis edited collection considers the task of teaching Shakespeare in general education college courses, a task which is often considered obligatory, perfunctory, and ancillary to a professor’s primary goals of research and upper-level teaching. The contributors apply a variety of pedagogical strategies for teaching general education students who are often freshmen or sophomores, non-majors, and/or non-traditional students. Offering instructors practical classroom approaches to Shakespeare’s language, performance, and critical theory, the essays in this collection explicitly address the unique pedagogical situations of today’s general education college classroom.
Teaching Shakespeare With Purpose: A Student-centred Approach
by Ayanna Thompson Laura TurchiWhat does it mean to teach Shakespeare with purpose? It means freeing teachers from the notion that teaching Shakespeare means teaching everything, or teaching "Western Civilisation" and universal themes. Instead, this invigorating new book equips teachers to enable student-centred discovery of these complex texts. Because Shakespeare's plays are excellent vehicles for many topics --history, socio-cultural norms and mores, vocabulary, rhetoric, literary tropes and terminology, performance history, performance strategies -- it is tempting to teach his plays as though they are good for teaching everything. <p><p>This lens-free approach, however, often centres the classroom on the teacher as the expert and renders Shakespeare's plays as fixed, determined, and dead. Teaching Shakespeare with Purpose shows teachers how to approach Shakespeare's works as vehicles for collaborative exploration, to develop intentional frames for discovery, and to release the texts from over-determined interpretations. In other words, this book presents how to teach Shakespeare's plays as living, breathing, and evolving texts.
Teaching Strategies for Neurodiversity and Dyslexia in Actor Training: Sensing Shakespeare
by Petronilla WhitfieldTeaching Strategies for Neurodiversity and Dyslexia in Actor Training addresses some of the challenges met by acting students with dyslexia and highlights the abilities demonstrated by individuals with specific learning differences in actor training. The book offers six tested teaching strategies, created from practical and theoretical research investigations with dyslexic acting students, using the methodologies of case study and action research. Utilizing Shakespeare’s text as a laboratory of practice and drawing directly from the voices and practical work of the dyslexic students themselves, the book explores: the stress caused by dyslexia and how the teacher might ameliorate it through changes in their practice the theories and discourse surrounding the label of dyslexia the visual, kinaesthetic, and multisensory processing preferences demonstrated by some acting students assessed as dyslexic acting approaches for engaging with Shakespeare’s language, enabling those with dyslexia to develop their authentic voice and abilities a grounding of the words and the meaning of the text through embodied cognition, spatial awareness, and epistemic tools Stanislavski’s method of units and actions and how it can benefit and obstruct the student with dyslexia when working on Shakespeare Interpretive Mnemonics as a memory support and hermeneutic process, and the use of color and drawing towards an autonomy in live performance This book is a valuable resource for voice and actor training, professional performance, and for those who are curious about emancipatory methods that support difference through humanistic teaching philosophies.