Pivotal Lines in Shakespeare and Others defines a pivotal line as "a moment in the script that serves as a pathway into the larger play ... a magnet to which the rest of the play, scenes before and after, adheres." Homan offers his personal choices of such lines in five plays by Shakespeare and works by Beckett, Brecht, Pinter, Shepard, and Stoppard. Drawing on his own experience in the theatre as actor and director and on campus as a teacher and scholar, he pairs a Shakespearean play with one by a modern playwright as mirrors for each other. One reviewer calls his approach "ground-breaking." Another observes that his "experience with the particular plays he has chosen is invaluable" since it allows us to find "a wedge into such ironic texts." Academics and students alike will find this volume particularly useful in aiding their own discovery of a pivotal line or moment in the experience of reading about, watching, or performing in a play.

This is a timely and relevant volume, considering the many manipulations and enhancements upon our ideas of reality in the 21st century The book explores how and why we deny, manipulate, convert, or enhance reality The book argues that examining the many ways in which we manipulate, deny, convert or enhance our realities can give us an idea of how to deal with reality, which in turn can provide us with a blueprint for how to live responsibly The book brings together an international team of contributors to discuss contemporary issues such as fake news, propaganda, virtual reality, theatre as real life and reality TV This book draws on examples from vast fields such as film studies, sociology, the social sciences and medicine This volume will appeal to scholars and upper-level students in the areas of communication and media studies, comparative literature, film studies, economics, English, international affairs, journalism, philosophy, psychology, sociology, and theatre

Why the Theatre is a collection of 26 personal essays by college teachers, actors, directors, and playwrights about the magnetic pull of the theatre and its changing place in society. The book is divided into four parts, examining the creative role of the audience, the life of the actor, director, and playwright in performance, ways the theatre moves beyond the playhouse and into the real world, and theories and thoughts on what the theatre can do when given form onstage. Based on concrete, highly personal examples, experiences, and memories, this collection offers unique perspectives on the meaning of the theatre and the beauty of weaving the world of the play into the fabric of our lives. Covering a range of practices and plays, from the Greeks to Japanese Butoh theatre, from Shakespeare to modern experiments, this book is written by and for the theatre instructor and theatre appreciation student.

Why the Theatre is a collection of 26 personal essays by college teachers, actors, directors, and playwrights about the magnetic pull of the theatre and its changing place in society. The book is divided into four parts, examining the creative role of the audience, the life of the actor, director, and playwright in performance, ways the theatre moves beyond the playhouse and into the real world, and theories and thoughts on what the theatre can do when given form onstage. Based on concrete, highly personal examples, experiences, and memories, this collection offers unique perspectives on the meaning of the theatre and the beauty of weaving the world of the play into the fabric of our lives. Covering a range of practices and plays, from the Greeks to Japanese Butoh theatre, from Shakespeare to modern experiments, this book is written by and for the theatre instructor and theatre appreciation student.

In How and Why We Teach Shakespeare, 19 distinguished college teachers and directors draw from their personal experiences and share their methods and the reasons why they teach Shakespeare. The collection is divided into four sections: studying the text as a script for performance; exploring Shakespeare by performing; implementing specific techniques for getting into the plays; and working in different classrooms and settings. The contributors offer a rich variety of topics, including: working with cues in Shakespeare, such as line and mid-line endings that lead to questions of interpretation seeing Shakespeare's stage directions and the Elizabethan playhouse itself as contributing to a play's meaning using the "gamified" learning model or cue-cards to get into the text thinking of the classroom as a rehearsal playing the Friar to a student's Juliet in a production of Romeo and Juliet teaching Shakespeare to inner-city students or in a country torn by political and social upheavals. For fellow instructors of Shakespeare, the contributors address their own philosophies of teaching, the relation between scholarship and performance, and-perhaps most of all-why in this age the study of Shakespeare is so important. Chapter 10 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9780367190798_oachapter10.pdf

In How and Why We Teach Shakespeare, 19 distinguished college teachers and directors draw from their personal experiences and share their methods and the reasons why they teach Shakespeare. The collection is divided into four sections: studying the text as a script for performance; exploring Shakespeare by performing; implementing specific techniques for getting into the plays; and working in different classrooms and settings. The contributors offer a rich variety of topics, including: working with cues in Shakespeare, such as line and mid-line endings that lead to questions of interpretation seeing Shakespeare's stage directions and the Elizabethan playhouse itself as contributing to a play's meaning using the "gamified" learning model or cue-cards to get into the text thinking of the classroom as a rehearsal playing the Friar to a student's Juliet in a production of Romeo and Juliet teaching Shakespeare to inner-city students or in a country torn by political and social upheavals. For fellow instructors of Shakespeare, the contributors address their own philosophies of teaching, the relation between scholarship and performance, and-perhaps most of all-why in this age the study of Shakespeare is so important. Chapter 10 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9780367190798_oachapter10.pdf

In Hitler in the Movies: Finding Der Fuhrer on Film, a Shakespearean and a sociologist explore the fascination our popular culture has with Adolf Hitler. What made him ... Hitler? Do our explanations tell us more about the perceiver than the actual historical figure? We ask such question by viewing the Hitler character in the movies. How have directors, actors, film critics, and audiences accounted for this monster in a medium that reflects public tastes and opinions? The book first looks at comedic films, such as Chaplain's The Great Dictator or Ernst Lubitsch's To Be or Not to Be (1942), along with the Mel Brooks's 1983 version. Then, there is the Hitler of fantasy, from trash films like The Saved Hitler's Brain to a serious work like The Boys from Brazil where Hitler is cloned. Psychological portraits include Anthony Hopkins's The Bunker, the surreal The Empty Mirror, and Max, a portrait of Hitler in his days in Vienna as a would-be artist. Documentaries and docudramas range from Leni Reinfenstahl's iconic The Triumph of the Will or The Hidden Fuhrer, to the controversial Hitler: A Film from Germany and Quentin Tarantino's fanciful Inglourious Basterds. Hitler in the Movies also considers the ways Der Fuhrer remains today, as a ghostly presence, if not an actual character. Why is he still with us in everything from political smears to video games to merchandise? In trying to explain this and the man himself, what might we learn about ourselves and our society?

Analysing why we laugh and what we laugh at, and describing how performers can elicit this response from their audience, this book enables actors to create memorable - and hilarious - performances. Rooted in performance and performance criticism, Sidney Homan and Brian Rhinehart provide a detailed explanation of how comedy works, along with advice on how to communicate comedy from the point of view of both the performer and the audience. Combining theory and performance, the authors analyse a variety of plays, both modern and classic. Playwrights featured include Harold Pinter, Tom Stoppard, Christopher Durang, and Michael Frayn. Acting in Shakespeare's comedies is also covered in depth.

Analysing why we laugh and what we laugh at, and describing how performers can elicit this response from their audience, this book enables actors to create memorable - and hilarious - performances. Rooted in performance and performance criticism, Sidney Homan and Brian Rhinehart provide a detailed explanation of how comedy works, along with advice on how to communicate comedy from the point of view of both the performer and the audience. Combining theory and performance, the authors analyse a variety of plays, both modern and classic. Playwrights featured include Harold Pinter, Tom Stoppard, Christopher Durang, and Michael Frayn. Acting in Shakespeare's comedies is also covered in depth.

Fourteen scholars who work on campus or in the theater address this issue of what it means to play offstage. With their individual definition of what "offstage" could mean, the results were, predictably, varied. They employed a variety of critical approaches to the question of what happens when the play moves into the audience or beyond the physical playhouse itself? What are the social, cultural, and political ramifications? Questions of "how" and "why" actors play offstage admit the larger "role" their production has for the world outside the theater, and hence this collection's sub-title: "The Theater As a Presence or Factor in the Real World." Among the various topics, the essays include: breaking the "fourth wall" and thereby making the audience part of the performance; the theater of political protest (one contributor staged Waiting for Godot in Zuccotti Park as part of the Occupy Wall Street protests); "landscape" or "town" theater using citizens as actors or trekking theater where the production moves among various locations in the community; the way principles of the theater can inform corporate management; the genre of semi-scripted comedy and quasi-impromptu spectacle (such as reality TV or flash mobs); digitalized performances of Shakespeare; the role of Greek Theater in the midst of the country's current economic and political crisis; how the area outside the theater became part of the performance inside Shakespeare's Globe; Timothy Leary's Psychedelic Celebrations designed to reproduce the offstage experience of LSD; WilliamVollmann's use of Noh theater to fashion a personal model and process of life-transformation; liminal theater which erases the line between onstage and off. The collection thus complements through actual performance criticism those studies that see the theater as a commentary on issues-social, political, economic; and it reverses the Editor's own earlier collection The Audience As Player, which examined interactive theater where the spectator comes onstage.

Fourteen scholars who work on campus or in the theater address this issue of what it means to play offstage. With their individual definition of what "offstage" could mean, the results were, predictably, varied. They employed a variety of critical approaches to the question of what happens when the play moves into the audience or beyond the physical playhouse itself? What are the social, cultural, and political ramifications? Questions of "how" and "why" actors play offstage admit the larger "role" their production has for the world outside the theater, and hence this collection's sub-title: "The Theater As a Presence or Factor in the Real World." Among the various topics, the essays include: breaking the "fourth wall" and thereby making the audience part of the performance; the theater of political protest (one contributor staged Waiting for Godot in Zuccotti Park as part of the Occupy Wall Street protests); "landscape" or "town" theater using citizens as actors or trekking theater where the production moves among various locations in the community; the way principles of the theater can inform corporate management; the genre of semi-scripted comedy and quasi-impromptu spectacle (such as reality TV or flash mobs); digitalized performances of Shakespeare; the role of Greek Theater in the midst of the country's current economic and political crisis; how the area outside the theater became part of the performance inside Shakespeare's Globe; Timothy Leary's Psychedelic Celebrations designed to reproduce the offstage experience of LSD; WilliamVollmann's use of Noh theater to fashion a personal model and process of life-transformation; liminal theater which erases the line between onstage and off. The collection thus complements through actual performance criticism those studies that see the theater as a commentary on issues-social, political, economic; and it reverses the Editor's own earlier collection The Audience As Player, which examined interactive theater where the spectator comes onstage.

In Hitler in the Movies: Finding Der Fuhrer on Film, a Shakespearean and a sociologist explore the fascination our popular culture has with Adolf Hitler. What made him ... Hitler? Do our explanations tell us more about the perceiver than the actual historical figure? We ask such question by viewing the Hitler character in the movies. How have directors, actors, film critics, and audiences accounted for this monster in a medium that reflects public tastes and opinions? The book first looks at comedic films, such as Chaplain's The Great Dictator or Ernst Lubitsch's To Be or Not to Be (1942), along with the Mel Brooks's 1983 version. Then, there is the Hitler of fantasy, from trash films like The Saved Hitler's Brain to a serious work like The Boys from Brazil where Hitler is cloned. Psychological portraits include Anthony Hopkins's The Bunker, the surreal The Empty Mirror, and Max, a portrait of Hitler in his days in Vienna as a would-be artist. Documentaries and docudramas range from Leni Reinfenstahl's iconic The Triumph of the Will or The Hidden Fuhrer, to the controversial Hitler: A Film from Germany and Quentin Tarantino's fanciful Inglourious Basterds. Hitler in the Movies also considers the ways Der Fuhrer remains today, as a ghostly presence, if not an actual character. Why is he still with us in everything from political smears to video games to merchandise? In trying to explain this and the man himself, what might we learn about ourselves and our society?