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Writing for Performance
ISBN-13: 9789463005937 / Angielski / Twarda / 2016 / 192 str.
Writing for Performance
ISBN-13: 9789463005937 / Angielski / Twarda / 2016 / 192 str.
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The Teaching Writing series publishes user-friendly writing guides penned by authors with publishing records in their subject matter. Harris and Holman Jones offer readers a practical and concise guide to writing a variety of dynamic texts for performance ranging from playscripts to ensemble and multimedia/hybrid works. Writing for Performance is structured around the 'tools' of performance writing-words, bodies, spaces, and things. These tools serve as pivots for understanding how writing for performance must be conducted in relation to other people, places, objects, histories, and practices. This book can be used as a primary text in undergraduate and graduate classes in playwriting, theatre, performance studies, and creative writing. It can also be read by ethnographic, arts-based, collaborative and community performance makers who wish to learn the how-to of writing for performance. Teachers and facilitators can use each chapter to take their students through the conceptualizing, writing, and performing/creating process, supported by exemplars and writing exercises and/or prompts so readers can try the form themselves. "What a welcome, insightful and much-needed book. Harris and Holman Jones bring us to an integrated notion of writing that is embodied, felt, breathed and flung from stage to page and back again. Writing for Performance will become a crucial text for the creation of the performance and theater that the 21st Century will need." - Tim Miller, artist and author of Body Blows: Six Performances and 1001 Beds: Performances, Essays and Travels "No prescriptions here. In the hands of this creative duo we find a deep and abiding respect for the many creative processes that might fuel writing and performance that matters. From the deep wells of their own experiences, Harris and Holman Jones offer exercises that are not meant to mold the would-be writer, but spur them on to recognize their latent writing/performative selves." - Kathleen Gallagher, Distinguished Professor of Curriculum, Teaching, and Learning, University of Toronto
The Teaching Writing series publishes user-friendly writing guides penned by authors with publishing records in their subject matter. Harris and Holman Jones offer readers a practical and concise guide to writing a variety of dynamic texts for performance ranging from playscripts to ensemble and multimedia/hybrid works. Writing for Performance is structured around the tools of performance writing-words, bodies, spaces, and things. These tools serve as pivots for understanding how writing for performance must be conducted in relation to other people, places, objects, histories, and practices. This book can be used as a primary text in undergraduate and graduate classes in playwriting, theatre, performance studies, and creative writing. It can also be read by ethnographic, arts-based, collaborative and community performance makers who wish to learn the how-to of writing for performance. Teachers and facilitators can use each chapter to take their students through the conceptualizing, writing, and performing/creating process, supported by exemplars and writing exercises and/or prompts so readers can try the form themselves."What a welcome, insightful and much-needed book. Harris and Holman Jones bring us to an integrated notion of writing that is embodied, felt, breathed and flung from stage to page and back again. Writing for Performance will become a crucial text for the creation of the performance and theater that the 21st Century will need." - Tim Miller, artist and author of Body Blows: Six Performances and 1001 Beds: Performances, Essays and Travels "No prescriptions here. In the hands of this creative duo we find a deep and abiding respect for the many creative processes that might fuel writing and performance that matters. From the deep wells of their own experiences, Harris and Holman Jones offer exercises that are not meant to mold the would-be writer, but spur them on to recognize their latent writing/performative selves." - Kathleen Gallagher, Distinguished Professor of Curriculum, Teaching, and Learning, University of Toronto
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