Women in the American Theatre: Actresses and Audiences, 1790-1870. Faye E. DuddenEcstasy and the Demon: Feminism and Nationalism in the Dances of Mary Wigman. Susan A. Manning

Signs ◽  
1996 ◽  
Vol 21 (3) ◽  
pp. 774-777
Author(s):  
Ellen Donkin
Keyword(s):  

1955 ◽  
Vol 7 (4) ◽  
pp. 352
Author(s):  
E. J. West ◽  
Wisner Payne Kinne
Keyword(s):  


Hispania ◽  
1985 ◽  
Vol 68 (2) ◽  
pp. 325
Author(s):  
Judith I. Bissett ◽  
Nicolas Kanellos


1994 ◽  
Vol 38 (3) ◽  
pp. 187
Author(s):  
Karl Toepfer ◽  
Susan Manning
Keyword(s):  


1982 ◽  
Vol 23 (2) ◽  
pp. 141-149 ◽  
Author(s):  
David D. Mays

On Monday, October 16, 1758., Hugh Gaine reported a novelty. “Friday last,” he told his readers in the New-York Mercury, “arrived here from the West Indies, a Company of Comedians; some Part of which were here in the Year 1753.” This brief notice, which went on to assure its readers that the company had “an ample Certificate of their Private as well as publick Qualifications,” marks the beginning of the most significant event in American theatre history: the establishment of the professional theatre on this continent. The achievements of the Company of Comedians during its sixteen-year residence in North America are virtually without parallel in the history of the theatre, and have not received sufficient recognition by historians and scholars.



1995 ◽  
Vol 11 (41) ◽  
pp. 66-71
Author(s):  
Caleen Sinnette Jennings

In this, the third paper originally presented at the ATHE conference in Atlanta in 1992, Caleen Sinnette Jennings, Assistant Professor of Theatre in the American University, Washington, DC, discusses the problems and rewards of introducing American theatre, film, and television studies to a class of sixty students from a wide variety of nations and social backgrounds. Outlining the ideas and intentions behind a wide-ranging syllabus, she quotes from group presentations and individual responses to illustrate how works deeply rooted in American culture and assumptions can stimulate the recognition and discussion of social and cultural similarities and differences among responsive students.



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