Shakespeare, Performance and the Archive is a ground-breaking and movingly written exploration of what remains when actors evacuate the space and time of performance. An analysis of ‘leftovers’, it moves between tracking the politics of what is consciously archived and the politics of visible and invisible theatrical labour to trace the persistence of performance. In this fascinating volume, Hodgdon considers how documents, material objects, sketches, drawings and photographs explore scenarios of action and behaviour – and embodied practices. Rather than viewing these leftovers as indexical signs of a theatrical past, Hodgdon argues that the work they do is neither strictly archival nor documentary but performative – that is, they serve as sites of re-performance. Shakespeare, Performance and the Archive creates a deeply materialized historiography of performance and attempts to make that history do something entirely new. Barbara Hodgdon is Professor of English at the University of Michigan, now retired. Her major interest is in theatrical performances, especially performed Shakespeare. She is the author of: The End Crowns All, The Shakespeare Trade, and most recently the Arden edition of The Taming of the Shrew.
The Arden Research Handbook of Shakespeare and Contemporary Performance is a wide-ranging, authoritative guide to research on Shakespeare and performance studies by an international team of leading scholars. It contains chapters on the key methods and questions surrounding the performance event, the audience, and the archive – the primary sources on which performance studies draws. It identifies the recurring trends and fruitful lines of inquiry that are generating the most urgent work in the field, but also contextualises these within the histories and methods on which researchers build. A central section of research-focused essays offers case studies of present areas of enquiry, from new approaches to space, bodies and language to work on the technologies of remediation and original practices, from consideration of fandoms and the cultural capital invested in Shakespeare and his contemporaries to political and ethical interventions in performance practice. A distinctive feature of the volume is a curated section focusing on practitioners, in which leading directors, writers, actors, producers, and other theatre professionals comment on Shakespeare in performance and what they see as the key areas, challenges and provocations for researchers to explore. In addition, the Handbook contains various sections that provide non-specialists with practical help: an A-Z of key terms and concepts, a guide to research methods and problems, a chronology of major publications and events, an introduction to resources for study of the field, and a substantial annotated bibliography. The Arden Research Handbook of Shakespeare and Contemporary Performance is a reference work aimed at advanced undergraduate and graduate students as well as scholars and libraries, a guide to beginning or developing research in the field, and an essential companion for all those interested in Shakespeare and performance.
Laurence Olivier was one of the best-known and most pioneering actor-directors of Shakespeare on screen. This is the first study to provide a comprehensive analysis of Olivier's Shakespearean feature films and his unique Shakespearean star image. Through an in-depth examination of Olivier's little-known, unmade film Macbeth, as well as his adaptations of Shakespeare's Henry V, Hamlet and Richard lll, Jennifer Barnes offers a detailed exploration of Olivier's entire cinematic Shakespearean oeuvre in relation to his distinctive form of stardom. Considering the development of Olivier's image in relation to the industrial and cultural contexts of the wartime and post-war British film and theatre industries, the volume also analyses Olivier's life writing and published autobiographies and is supplemented by numerous illustrations.
Shakespearean performance criticism has undergone a sea change in recent years, and strong tides of discovery are continuing to shift the contours of the discipline. The essays in this volume, written by scholars from around the world, reveal how these critical cross-currents are influencing the ways we now view Shakespeare in performance. The volume is organised in four Parts. Part I interrogates how Shakespeare continues to achieve contemporaneity for Western audiences by exploring modes of performance, acting styles, and aesthetic choices regarded as experimental. Part II tackles the burgeoning field of reception: how and why audiences respond to performances as they do, or actors to the conditions in which they perform; how immersive productions turn spectators into actors; how memory and cognition shape and reshape the performances we think we saw. Part III addresses the ways in which revolutions in technology have altered our views of Shakespeare, both through the mediums of film and sound recording, and through digitalizing processes that have generated a profound reconsideration of what performance is and how it is accessed. The final Part grapples with intercultural Shakespeare, considering not only matters of cultural hegemony and appropriation in a 'global' importation of non-Western productions to Europe and North America, but also how Shakespeare has been made 'local' in performances staged or filmed in African, Asian, and Latin American countries. Together, these ground-breaking essays attest to the richness and diversity of Shakespearean performance criticism as it is practiced today, and they point the way to critical continents not yet explored.
The Arden Research Handbook of Shakespeare and Social Justice is a wide-ranging, authoritative guide to research on Shakespeare and issues of social justice and arts activism by an international team of leading scholars, directors, arts activists, and educators. Across four sections it explores the relevance and responsibility of art to the real world ? to the significant teaching and learning, performance and practice, theory and economies that not only expand the discussion of literature and theatre, but also open the gates of engagement between the life of the mind and lived experience. The collection draws from noted scholars, writers and practitioners from around the globe to assert the power of art to question, disrupt and re-invigorate both the ties that bind and the barriers that divide us. A series of interviews with theatre practitioners and scholars opens the volume, establishing an initial portfolio of areas for research, exploration, and change. In Section 2 'The Practice of Shakespeare and Social Justice' contributors examine Shakespeare's place and possibilities in intervening on issues of race, class, gender and sexuality. Section 3 'The Performance of Shakespeare and Social Justice' traces Shakespeare and social justice in multiple global contexts; engaging productions grounded in the politics of Mexico, India, South Africa, China and aspects of Asian politics broadly, this section illuminates the burgeoning field of global production while keeping as a priority the political structures that make advocacy and resistance possible. The last section on 'Economies of Shakespeare' describes socio-economic and community issues that come to light in Shakespeare, and their potential to catalyse ongoing discussion and change in respect to wealth, distribution, equity, and humanity. An annotated bibliography provides further guidance to those researching the subject.
This volume critically analyses and theorises Asian interventions in the expanding phenomenon of Global Shakespeare. It interrogates Shakespeare’s ‘universality’ from Asian perspectives: how this has been modified or even replaced by the ‘global bard’ as a recognisable brand, and how Asian Shakespeares have contributed to or subverted this process by both facilitating the worldwide dissemination of the bard’s plays and challenging and resisting the very templates through which they become globally legible. Critically acclaimed Asian productions have prominently figured at premier Western festivals, and popular Asian appropriations like Bollywood, manga and anime have created new kinds of globally accessible Shakespeare. Essays in this collection engage with the emergent critical issues: the efficacy of definitions of the ‘local’, ‘global’, ‘transnational’ and ‘cosmopolitan’ and of the liminalities and mobilities in between. They further examine the politics of ‘West’ and ‘East’, the evolving markers of the ‘Asian’ and the equation of the ‘glocal’ with the ‘Asian’; they attend to performance and archiving protocols and bring the current debates on translation, appropriation, and world literature to speak to the concerns of global and transnational Shakespeare. These investigations analyse recent innovative Asian theatre productions, popular cinematic and manga appropriations and the increasing presence of Shakespeare in the Asian digital sphere. They provide an Asian standpoint and lens in rereading the processes of cultural globalisation and the mobilisation of Shakespeare.
Shakespeare and Digital Pedagogy is an international collection of fresh digital approaches for teaching Shakespeare. It describes 15 methodologies, resources and tools recently developed, updated and used by a diverse range of contributors in Great Britain, Australia, Asia and the United States. Contributors explore how these digital resources meet classroom needs and help facilitate conversations about academic literacy, race and identity, local and global cultures, performance and interdisciplinary thought. Chapters describe each case study in depth, recounting needs, collaborations and challenges during design, as well as sharing effective classroom uses and offering accessible, usable content for both teachers and learners. The book will appeal to a broad range of readers. College and high school instructors will find a rich trove of usable teaching content and suggestions for mounting digital units in the classroom, while digital humanities and education specialists will find a snapshot of and theories about the field itself. With access to exciting new content from local archives and global networks, the collection aids teaching, research and reflection on Shakespeare for the 21st century.
"Why is Shakespeare so often associated with information technologies and with the idea of archiving itself? Alan Galey explores this question through the entwined histories of Shakespearean texts and archival technologies over the past four centuries. In chapters dealing with the archive, the book, photography, sound, information, and data, Galey analyses how Shakespeare became prototypical material for publishing experiments, and new media projects, as well as for theories of archiving and computing. Analysing examples of the Shakespearean archive from the seventeenth century to today, he takes an original approach to Shakespeare and new media that will be of interest to scholars of the digital humanities, Shakespeare studies, archives, and media history. Rejecting the idea that current forms of computing are the result of technical forces beyond the scope of humanist inquiry, this book instead offers a critical prehistory of digitisation read through the afterlives of Shakespeare's texts"--
The availability of digital editions of early modern works brings a wealth of exciting archival and primary source materials into the classroom. But electronic archives can be overwhelming and hard to use, for teachers and students alike, and digitization can distort or omit information about texts. Teaching Early Modern English Literature from the Archives places traditional and electronic archives in conversation, outlines practical methods for incorporating them into the undergraduate and graduate curriculum, and addresses the theoretical issues involved in studying them. The volume discusses a range of physical and virtual archives from 1473 to 1700 that are useful in the teaching of early modern literature--both major sources and rich collections that are less known (including affordable or free options for those with limited institutional resources). Although the volume focuses on English literature and culture, essays discuss a wide range of comparative approaches involving Latin, French, Spanish, German, and early American texts and explain how to incorporate visual materials, ballads, domestic treatises, atlases, music, and historical documents into the teaching of literature.