Sidney Homan – författare

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 interpretationseeing Shakespeare’s stage directions and the Elizabethan playhouse itself as contributing to a play’s meaningusing the "gamified" learning model or cue-cards to get into the textthinking of the classroom as a rehearsalplaying 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 at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

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 interpretationseeing Shakespeare’s stage directions and the Elizabethan playhouse itself as contributing to a play’s meaningusing the "gamified" learning model or cue-cards to get into the textthinking of the classroom as a rehearsalplaying 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 at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

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.

This volume explores how and why we deny, or manipulate, or convert, or enhance reality. Finding it important to come to terms with reality, with what is there before us, and, with reality however defined, to live responsibly, this collection takes a truly multidisciplinary approach to examining the idea that history, the truth, facts, and the events of the present time can be refashioned as prismatic, theatrical, something we can play with for agendas either noble or ignoble. An international team of contributors considers the issue of how and why, in dealing what is there before us, we play with reality by employing theatre, fiction, words, conspiracy theories, alternate realities, scenarios, and art itself. Chapters delve into issues of fake news, propaganda, virtual reality, theatre as real life, reality TV, and positive ways of refashioning and enhancing your own reality. Drawing on examples from film studies to sociology, from the social sciences to 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.

This volume explores how and why we deny, or manipulate, or convert, or enhance reality. Finding it important to come to terms with reality, with what is there before us, and, with reality however defined, to live responsibly, this collection takes a truly multidisciplinary approach to examining the idea that history, the truth, facts, and the events of the present time can be refashioned as prismatic, theatrical, something we can play with for agendas either noble or ignoble. An international team of contributors considers the issue of how and why, in dealing what is there before us, we play with reality by employing theatre, fiction, words, conspiracy theories, alternate realities, scenarios, and art itself. Chapters delve into issues of fake news, propaganda, virtual reality, theatre as real life, reality TV, and positive ways of refashioning and enhancing your own reality. Drawing on examples from film studies to sociology, from the social sciences to 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.

Sidney Homan 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.” He 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 iconic 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.

Sidney Homan 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.” He 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 iconic 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.

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 TheAudience As Player, which examined interactive theater where the spectator comes onstage.

In Hitler in the Movies: Finding Der Führer 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 Führer, to the controversial Hitler: A Film from Germany and Quentin Tarantino’s fanciful Inglourious Basterds. Hitler in the Movies also considers the ways Der Führer 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?

In Hitler in the Movies: Finding Der Führer 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 Führer, to the controversial Hitler: A Film from Germany and Quentin Tarantino’s fanciful Inglourious Basterds. Hitler in the Movies also considers the ways Der Führer 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?

In this performance criticism Sidney Homan examines his own work in the theater as actor and director, as well as that of others. Staging Modern Playwrights offers a topical approach to various issues, both artistic and philosophical, involved in staging modern dramatists. Implicit in Staging Modern Playwrights are two compatible arguments. One is that the play's full "text" is realized only in performance, or rather, through the sum of all its performances. For the text embraces not just the playwright's dialogue but also the actor's subtext, blocking, gestures, and movement, along with the lighting, sound, set, costumes, props, indeed, the entire picture presented by the stage. Two is that, despite the actor's need to "play the moment," or the director's notion of theatrical presence, a play is not just for the moment but rather exists within the larger world of space and time surrounding the theater. Here that text exists in a context that is simultaneously historical and economic, political and philosophical. As such, scholars and people working in the theater have much to say to each other. Staging Modern Playwrights is therefore meant to appeal to those both in the study and on the stage, the audience in and outside the house.

The collection Art’s Visionary Moment: Personal Encounters with Works That Last a Lifetime was inspired by T. S. Eliot’s observation in his Dante (1929): “The experience of a poem is the experience both of a moment and of a lifetime. … There is a first, or an early moment which is unique, … which can never be forgotten, but … is never repeated integrally; and yet which would become destitute of significance if it did not survive in a larger whole of experience.” In this collection, scholars and artists from a variety of fields speak in personal terms, but with what one has called “intellectual passion,” of a work of art (poem, play, novel, film, visual art, among others) that, as Dante suggest, has had an immediate effect on them (the “Visionary Moment” from the title) yet survives “in a larger whole of experience” (that “Last a Lifetime” in the collection’s sub-title). Some of the titles of essays already submitted show the range of this inquiry: “Conversations with the Dead”; “Playing Richard III: The Experience of a Moment and a Lifetime”; “Picasso’s ‘Three Musicians’”; “Poetry Meets Power: Tamburlaine the Great”; “Pleasant Dreaming with ‘Thanatopsis’”; “From Madness to Miracle: An Encounter with Shakespeare’s Winter’s Tale”; “Fight the Power” Spike Lee’s Visionary Moment”; and “Plastic Art Moment.”