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Extra info for Teaching Performance Studies (Theater in the Americas)
Sample text
18 Jan. au/HENTϾ. hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994. HopKins, Mary Frances. ” Quarterly Journal of Speech 81 (1995): 228 –36. Howard, Diane. Autobiographical Writing and Performing: An Introductory, Contemporary Guide to Process. New York: McGraw, 2000. Jackson, Shannon. 1 (2001): 84 –95. Kistenberg, Cindy. AIDS, Social Change, and Theatre: Performance as Protest. New York: Garland, 1995. Knight, Lester N. ” Online posting 28 Oct.
In assembling this volume, we invited contributors who would explore performance studies theory and practice from disparate viewpoints. We wanted to bring top scholars together to address those issues that seemed the most stimulating for performance studies and teaching. We did not ask that the contributors ally themselves with a particular definition of performance; rather, we encouraged each writer to explore her or his own vision. While the collection includes a wide group of scholars, it cannot represent all of performance studies.
Zarrilli, Phillip. Response to Worthen. 1 (1995): 38 – 41. 29 Introduction Part One Positioning Performance Studies Theatre Studies/Cultural Studies/ Performance Studies The Three Unities No opera should neglect the customary explanation of the three most important points in every drama: the time, the place, and the action, indicating that the time is from 8 pm until midnight, the place such and such a theatre, the action the bankrupting of the impresario. —Benedetto Marcello , Il teatro alla moda Students of the drama will remember “the three unities” as Aristotelian, neoclassical limitations on the scope of what plays can properly represent.



