Sunny Stalter-Pace. Imitation Artist: Gertrude Hoffmann’s Life in Vaudeville and Dance

Modern Drama ◽  
2021 ◽  
Vol 64 (3) ◽  
pp. 390-392
Author(s):  
Rebecca Cameron

Imitation Artist is a well-researched biography of a path-breaking performer, choreographer, and producer who elevated imitation to an art form. Stalter-Pace draws valuable connections between Hoffman’s career and popular American theatre and dance from the 1890s to the 1930s, with emphasis on the popularization of European modernism for American vaudeville audiences.

Author(s):  
Heather S. Nathans

Scholars have long wrestled with definitions of what might constitute “American” performance or theater. Early 19th-century histories defined it in strictly white, largely anti-British terms, imagining an art form that could instruct citizens of the newly created nation in lessons of civic virtue. In his History of American Theatre (1832), playwright, theater manager, and theater historian William Dunlap described theater as a “powerful engine” for a democratic state. Subsequent theater historians would catalog records of “firsts”—such as the first American stars (including Edwin Forrest and Charlotte Cushman), or the first long-running American dramatic hits (including The Drunkard or Uncle Tom’s Cabin). The roles of women and racial or ethnic minorities were frequently relegated to the anecdotal or the exceptional. In the wake of the Civil War, and with the expansion of the frontier, definitions of American theater grew more capacious, encompassing more amateur, popular, and immigrant performances as new groups struggled to establish footholds in American culture. The turn into the 20th century and the unfolding series of civil rights movements on behalf of women, LGBTQ (lesbian, gay, bisexual, transgendered, and queer) citizens, people of color, and people with disabilities rapidly transformed the nation’s theatrical landscape. Groups that had found themselves represented by others onstage discovered new opportunities for creative expression in the playhouse. Over the past twenty-five years, theater scholars have shifted away from a narrative of “firsts” and national exceptionalism toward a more nuanced series of intertwined histories that illuminate the complex discourses of national and ethnic identity in American culture. Their work has revealed a performance community—whether in the playhouse or on the streets—constantly struggling to create workable definitions of citizenship and belonging. Theater artists have never stopped pushing themselves and their audiences to challenge definitions of national identity. Their work invites contemporary students to expand their understanding of what constitutes the canon of “American” theater.


2015 ◽  
Vol 45 (1) ◽  
pp. 103-116
Author(s):  
Richard Rankin Russell

While American regional theatre has flourished for decades, hardly any critics with a national profile pay attention to it, but theatre critic Terry Teachout has recently argued that criticism must catch up with this ‘deprovincialized’ drama, drawing upon his viewing of Brian Friel's Dancing at Lughnasa in a memorable 2009 production by the Florida Repertory Theatre in Fort Myers. I tentatively explore through that production of Lughnasa what implications its staging in a locale with a strong Hispanic concentration might have for American theatre and for its growing immigrant population as the United States becomes ever more divided, yet still idealizes plurality and immigration. I then assess the Stark Naked Theatre Company's stirring 2014 production of Faith Healer in Houston, Texas. Actors and local critics mostly neglected Irish aspects of the play – unlike their supposed more enlightened New York critics and audiences, who tend to read Irish drama through outmoded stereotypes – and instead privileged its spiritual qualities and its potential for showcasing theatre as an art form.


Author(s):  
Fiona Sampson

Today, poetry and art music occupy similar cultural positions: each has a tendency to be regarded as problematic, ‘difficult’, and therefore ‘elitist’. Despite this, the audiences and numbers of participants for each are substantial: yet they tend not to overlap. This is odd, because the forms share early history in song and saga, and have some striking similarities, often summed up in the word ‘lyric’? These similarities include much that is most significant to the experience of each, and so of most interest to practitioners and audiences. They encompass, at the very least: the way each art-form is aural, and takes place in time; a shared reliance on temporal, rather than spatial, forms; an engagement with sensory experience and pleasure; availability for both shared public performance and private reading, sight-reading, and hearing in memory; and scope for non-denotative meaning. In other words, looking at these elements in music is a way to look at them in poetry, and vice versa. This is a study of these two formal craft traditions that is concerned with the similarities in their roles, structures, projects, and capacities.


2016 ◽  
Vol 25 (1) ◽  
pp. 96-109
Author(s):  
Kristen Marangoni

The enigmatic setting of Beckett's novel Watt has been compared to places as diverse as an insane asylum, a boarding school, a womb, and a concentration camp. Watt's experience at Knott's house does seem suggestive of all of these, and yet it may more readily conform to the setting of a monastery. The novel is filled with chants, meditations, choral arrangements, hierarchical classifications, and even silence, all highly evocative of a monastic lifestyle. Some of Watt's dialogue (such as his requests for forgiveness or reflections on the nature of mankind) further echoes various Catholic liturgies. Watt finds little solace in these activities, however. He feels that they are largely rote and purposeless as they are focused on Knott, a figure who in many ways defies linguistic description and physical know-ability. Watt's meditations and rituals become, then, empty catechisms without answers, something that is reflected in the extreme difficulty that Watt has communicating. In the face of linguistic and liturgical instability, the Watt notebooks present a counter reading that can be found in the thousand plus doodles that line its pages. The drawings reinforce as well as subvert their textual counterpart, and they function in many ways as the images in medieval illuminated manuscripts. The doodles in Watt often take the form of decorative letters, elaborate marginal drawings, and depictions of a variety of people and animals, and many of its doodles offer uncanny resemblances in form or theme to those in illuminated manuscripts like The Book of Kells. Doodles of saints, monks, crosses, and scribes even give an occasional pictorial nod to the monastic setting in which illuminated manuscripts were usually produced (and remind us of the monastic conditions in which Beckett found himself writing much of Watt). Beckett's doodles not only channel this medium of illuminated manuscripts, they also modernize its application. Instead of neat geometric shapes extending down the page, his geometric doodle sequences are often abstracted, fragmented, and nonlinear. Beckett also occasionally modernized the content of illuminated manuscripts: instead of the traditional sacramental communion table filled with candles, bread and wine, Beckett doodles a science lab table where Bunsen burners replaces candles and wine glasses function as beakers. It is through these modernized images that Watt attempts to draw contemporary relevance from a classic art form and to restore (at least partial) meaning to rote traditions.


1950 ◽  
Vol 5 (2) ◽  
pp. 153-163
Author(s):  
Rudy Bretz
Keyword(s):  

Author(s):  
Damon J. Phillips

There are over a million jazz recordings, but only a few hundred tunes have been recorded repeatedly. Why did a minority of songs become jazz standards? Why do some songs—and not others—get re-recorded by many musicians? This book answers this question and more, exploring the underappreciated yet crucial roles played by initial production and markets—in particular, organizations and geography—in the development of early twentieth-century jazz. The book considers why places like New York played more important roles as engines of diffusion than as the sources of standards. It demonstrates why and when certain geographical references in tune and group titles were considered more desirable. It also explains why a place like Berlin, which produced jazz abundantly from the 1920s to early 1930s, is now on jazz's historical sidelines. The book shows the key influences of firms in the recording industry, including how record labels and their executives affected what music was recorded, and why major companies would re-release recordings under artistic pseudonyms. It indicates how a recording's appeal was related to the narrative around its creation, and how the identities of its firm and musicians influenced the tune's long-run popularity. Applying fascinating ideas about market emergence to a music's commercialization, the book offers a unique look at the origins of a groundbreaking art form.


2018 ◽  
Vol 5 (3) ◽  
pp. 70-77
Author(s):  
Irina Lešnik

Abstract In the following article we try to re-evaluate, the place drama occupies in contemporary elementary education. By limiting the role of drama to literature studies and theatre productions, we lose a greater potential Theatre Pedagogy has to offer to a much broader educational spectrum. The participatory practices of Theatre and Drama in Education (TiE, DiE) promote active learning, based on a most organic children’s activity - play. While students co-create the fictional world of drama, teacher's guidance is crucial in setting new challenges, encouraging students to find creative solutions and reflect on often-complex social issues. Because of its art component, drama challenges the participants on a cognitive as well as emotional level, becoming a truly transformational experience. As such, Drama in Education is especially useful when approaching sensitive and controversial topics. This thesis is presented on a case study observing Year 6 students at St’ Michael’s CE Academy in Birmingham, UK, using Drama in Education method as part of History curriculum.


2010 ◽  
Vol 1 (1) ◽  
pp. 11-32
Author(s):  
Jacques Aumont
Keyword(s):  
Art Form ◽  

"The cinema is, as a photographic medium, an art form of light. But the mastery of lightning and the 'dark' side of his rhizomatic, interactive net have led very early to the configuration of shade and shadow and refer, ergo, to something which is perpetually related to all forms of figurative art. To film, 'night' means, however, something different, as it brings the configuration of the skies in a state of darkness with it. This is in disagreement with his usual depiction. It entails embarking on a singular figurative project, which approximates a contradiction in itself. This project demonstrates the autonomy of the configuration process precisely through this contradiction."


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