scholarly journals The Theater Arts Students’ Contribution to Develop the Community’s Character

Author(s):  
Fantasi Fana Sari Asmara ◽  
Suyanto ◽  
Sunarmi
Keyword(s):  
2020 ◽  
Vol 8 (2) ◽  
pp. 282-294
Author(s):  
Laura Snyder

AbstractThis article analyzes Anne Washburn’s wildly popular, and often controversial, Mr. Burns, a Post-Electric Play (2012) by focusing on the principal retellings that shape Mr. Burns and delineating how Washburn’s adaptations produce the thematic content of the play. Washburn deftly interweaves a variety of high and low culture source material within the plot. Pandemic and apocalyptic tropes provide the ecofictional narrative base to adaptations of Stephen King’s The Stand (1978), Euripides’s Orestes, Martin Scorsese’s Cape Fear (1991), and a variety of episodes of The Simpsons (1989–). Through these retellings, Mr. Burns metatheatrically chronicles how stories shape listeners and their cultures. When the stories told simply pander to the materialism, greed, and commodification that permeate contemporary global capitalist culture, then society proliferates those solipsistic values. Washburn ultimately argues that, in what may seem like apocalyptic times, storytelling as embodied in the theater arts must instead advocate humanitarian collectivist values.


1997 ◽  
Vol 36 (6) ◽  
pp. 250-252 ◽  
Author(s):  
Suzanne O'Connell ◽  
Shawn Clerkin

SELONDING ◽  
2019 ◽  
Vol 13 (13) ◽  
Author(s):  
Nur Iswantara

Pantomime is one of the oldest theater arts, where mime artists tell something just using their body, without talking. Pantomime artists are known for their white makeup and black pigtails, as well as other facial features to exaggerate their emotions. Black and white striped tops, white gloves and black hats are also complete with traditional Pantomime artist costumes. These clothes and makeup have become a tradition of many Pantomime artists. In adding the atmosphere of the movement displayed, a music illustration is given to bring the atmosphere to life.This study uses qualitative methods and action research methods which is a reflective research method. This type of research is able to offer new ways and procedures to improve and enhance the professionalism of pantomime presentation techniques. The approach used is structural and educative. The structure approach is used to solve something related to the arrangement or building of multi-level pantomime presentations, while the educational approach is used to solve those relating to pantomime education.Music illustrations in the Pantomime show can support the atmosphere of the show. The music played can be adjusted to the theme of the movement played by a Pantomime. Keywords: Pantomime, Illustration of Music, Atmosphere.


AJS Review ◽  
2005 ◽  
Vol 29 (2) ◽  
pp. 404-405
Author(s):  
Jean Baumgarten

In the Early Modern period, the Jewish people did not develop theater arts comparable to that of other cultures. One reason often given to explain this absence of theatrical tradition is the virulent denunciations of theater by the rabbis, who likened it to idolatry and heresy, and condemned it as being incompatible with monotheism. The biblical injunction (Ps.1:1): “Blessed is the man that sits not in the seat of the scornful” has often been cited as condemning the theater, interpreting the Hebrew word leẓim, not as mocking or impious, but as buffoon or jester, and by extension, actor. Ahuva Belkin attempts to explain this cultural fact while at the same time challenging the argument that Jews did not create any theatrical tradition. From the Middle Ages on, Ashkenazi society produced many forms of popular entertainment, the most accomplished of which was the Purim-shpil. Belkin's work, which makes use of the pioneering studies of Yiddish theater by B. Gorin, Y. Shatsky, I. Shipper, and Ch. Shmeruk, offers much new and original material.


1974 ◽  
Vol 6 (5) ◽  
pp. 34-38
Author(s):  
Ruth Fischer
Keyword(s):  

Author(s):  
Ekaterina V. Agaeva ◽  
Tikhon S. Sergeev ◽  
Renata V. Mikhailova

In the 1920s Chuvashia was developing rapidly, and the growth in the number of cultural institutions was observed. The cadres of the creative intelligentsia were in demand, but there were no field-oriented specialized educational institutions in the republic. The issue of training specialists began to be dealt with at the level of state and party bodies. One of the first to open was the theater studio, which gave the opportunity to strengthen the staff of two republican theaters. Moderate funding allocated to support the theater arts, and the entire culture as a whole, of course affected its quality. But the enthusiasm of I.S. Maksimov-Koshkinsky, I.A. Slobodsky and other people of art allowed to continue the work of personnel training. In the 1920s and 1930s, training of creative intelligentsia cadres reached a new qualitative level. Financing of cultural institutions, provision with qualified teaching staff, regulation of admission, training, and graduation in educational institutions yielded positive results. In 1935, a theater vocational school was opened in Cheboksary. In 1934, a special collective farm-state farm department was opened at the extramural department of the State Institute of Theater Arts, and a little later, in 1940, a specialized Chuvash theater studio was opened. The activity of the theater school was curtailed, but specialists training was successfully conducted by the studio under GITIS (the Russian University of Theatre Arts). In the pre-war years, 6 new theaters were opened in the republic. The national creative intelligentsia was formed.


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