19.10.20 Understanding Performance - Postmodern Narratives
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Postmodern narratives are characterized by skepticism of absolute truths and metanarratives such as education, family, religion, and scientific progress. Postmodernism promotes cultural diversity and moral relativism over moral objectivism. Key features of postmodernism include irony, where what is said differs from what is understood, and juxtaposition, placing contradictory things side by side to highlight incongruity.
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Why foucault
Foucault is a prominent philosopher whose work is still relevant today. He rejected being labeled and is interpreted differently by different audiences. Foucault examined how subjects are objectified through dividing practices and systems of knowledge. He was influenced by Nietzsche and aimed to create a critical history and ontology of ourselves to analyze the constitution of human subjects and operation of power without prioritizing power or desire. Foucault's work has been applied in educational research in various ways by different scholars.
Postmodernism
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Foucault and the culture of self
Foucault's last works focused on how individuals constituted themselves as ethical subjects through spiritual practices and techniques. He analyzed the Greek concept of "parrhesia" which referred to speaking boldly and truthfully for the public good, even at personal risk. In his 1983 lectures, Foucault examined how parrhesia was practiced in Greek literature and philosophy as both a civic duty and spiritual exercise involving self-examination and truth-telling. He sought to understand truth-telling as a specific activity rather than just analyzing concepts of truth.
Lyotard
- French philosopher Jean-Francois Lyotard was born in 1924 and known for his work on postmodernism and rejection of grand narratives.
- He argued that knowledge is controlled by those in power and that science's claim to possess objective truth is flawed, as theories are shaped by their cultural and historical context.
- Lyotard was influential in introducing concepts like "language games" and rejecting universal philosophies and political ideologies in favor of localized narratives.
Postmodernism
Postmodernism emerged in the late 20th century as a critique of modernism. It rejects the idea of grand narratives and absolute truths, instead embracing ambiguity and plurality of perspectives. Postmodern thinkers like Lyotard, Jameson, and Baudrillard analyzed how society has become dominated by images and media, lacking a clear sense of shared reality. While postmodernism highlighted diversity, it is criticized for being too pessimistic and for potentially undermining goals of modernity like democracy, freedom, and rational policymaking.
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Theory postmodernism
1. Jean Baudrillard was a postmodern philosopher known for his concepts of hyperreality and simulations, where he argued that society has replaced reality with simulations and signs that no longer refer to any deeper reality.
2. Michel Foucault analyzed power relations and argued that knowledge is always produced through power, so what counts as truth depends on social relationships and changes over time and place.
3. Postmodernism more broadly questions universal truths and meta-narratives, emphasizes marginalized groups, and sees history as non-linear rather than progressive. It influenced fields like philosophy, literary criticism, and cultural studies.
POSTMODERNISM
1) Postmodernism rejects the idea that there is objective truth and reality, instead believing that truth is subjective and based on individual interpretation.
2) It critiques modernism's belief in grand narratives, rationality, and absolute knowledge, instead embracing uncertainty, irrationality, and subjective experience.
3) Postmodern thinkers like Foucault argued that truth is defined by the specific contexts in which we exist rather than being universal, leading to a rejection of objective reality.
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Lyotard
- French philosopher Jean-Francois Lyotard was born in 1924 and known for his work on postmodernism and rejection of grand narratives.
- He argued that knowledge is controlled by those in power and that science's claim to possess objective truth is flawed, as theories are shaped by their cultural and historical context.
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1. Jean Baudrillard was a postmodern philosopher known for his concepts of hyperreality and simulations, where he argued that society has replaced reality with simulations and signs that no longer refer to any deeper reality.
2. Michel Foucault analyzed power relations and argued that knowledge is always produced through power, so what counts as truth depends on social relationships and changes over time and place.
3. Postmodernism more broadly questions universal truths and meta-narratives, emphasizes marginalized groups, and sees history as non-linear rather than progressive. It influenced fields like philosophy, literary criticism, and cultural studies.
POSTMODERNISM
1) Postmodernism rejects the idea that there is objective truth and reality, instead believing that truth is subjective and based on individual interpretation.
2) It critiques modernism's belief in grand narratives, rationality, and absolute knowledge, instead embracing uncertainty, irrationality, and subjective experience.
3) Postmodern thinkers like Foucault argued that truth is defined by the specific contexts in which we exist rather than being universal, leading to a rejection of objective reality.
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Philosophy
A philosophy for everyday life is, in other words, an investigation of the raw reality of life, philosophy is necessary because—this is my claim or thesis—we still have not tasted life in all its richness. We tend to cling on to certain norms or ideals in a way that does not honour our own experience and intuition.
At worst our life becomes an imitation, image or representation of more authoritative ideals. An image is a copy, that is, a simulation of the real reality. We have lost contact with life because we follow ideas or images of how life should be. We live our life as an imitation of a moral model, as if such a model was not just another human artifact.
Postmodernism for the beginners and for the school of media
Postmodernism rejects the idea of a single rationality or objective reality. Jacques Derrida developed concepts like deconstruction and logocentrism to critique foundations of knowledge. Jean Baudrillard argued that contemporary society has moved beyond production and Marxism into a phase dominated by consumerism, media, and information. He believed these forces create a hyperreality that replaces reality. Postmodernists challenged concepts of truth and objective knowledge.
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26.10.20 Understanding Performance - Postmodern Reality
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30.01.23 Working in the Performance Sector - Vision, Mission and Values.pptx
The documents provide examples of vision statements, mission statements, and values from various performance companies. The Royal Shakespeare Company's vision is for Shakespeare's plays to be enjoyed by a diverse audience and to foster access to great theater. Their mission is to inspire audiences through amazing experiences of Shakespeare's plays. New Adventures is committed to reaching many people through bold productions and supporting all involved. Enchantment Theatre's mission is to inspire children's imagination through storytelling onstage and in classrooms.
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This document provides guidance on completing and submitting dissertations and practice as research (PaR) projects. It discusses formatting requirements such as word count, structure, citations, and deadlines. For dissertations, it must be submitted online by May 26th and include sections like an introduction, literature review, methodology, and conclusion. For PaRs, students must give a 20 minute presentation and 8 minute performance by May 27th, uploading the accompanying written paper. Examples of PaR presentations are provided, which can combine traditional academic and imaginative elements.
25.04.22 Analysing Performance - Formatting the Assignment.pptx
This document provides formatting guidelines and instructions for an assignment on postmodern performance. Students must write a 2,000 word essay analyzing how one of the listed works (Matthew Bourne's The Car Man, Gecko's The Wedding, etc.) can be considered postmodern. The essay should discuss the work's significant signs/stylistic features and key postmodern themes/characteristics. The document provides guidance on formatting, structure, citations, and assessment criteria. It recommends including an introduction, discussion of analysis methods, contextual information on the practitioner/work, and analyzing the work's intentions, interpretations, and stylistic features in relation to postmodern themes.
04.04.22 Analysing Performance - Assessment Overview.pptx
This document provides an overview and schedule for an assessment on analyzing performance. It includes the essay prompt which asks students to discuss how a chosen work can be considered postmodern by analyzing significant signs, stylistic features, and how postmodern concepts are applied. It then offers suggestions for essay structure, including introducing postmodernism, the chosen practitioner and work, analyzing intention, interpretation, and key moments. Potential topics for analysis are also listed such as challenging myths, use of technology, and intertextuality.
04.04.22 Conducting your research - data analysis.pptx
The document provides guidance on analyzing data for a dissertation or practice as research project. It discusses preparing both quantitative and qualitative data for analysis. For quantitative data, it recommends calculating averages, percentages, and interpreting results. For qualitative data, it suggests coding themes that emerge from sources like interviews and observing patterns across data. Both types of analysis require carefully interpreting results while being aware of biases, and reporting findings through tables, graphs, quotes or descriptions. The document stresses that research aims to discover theories from data, rather than confirm existing ideas.
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The document discusses action research. It states that action research involves:
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2) Involving coworkers or others as coresearchers to work through a cyclical process of planning action, taking action, observing the results, and reflecting on the process.
3) Using reflection on one cycle to plan further cycles of research, with the goal of bringing about positive changes in practice.
28.03.22 Analysing Performance - Analysis.pptx
This document provides guidance on analyzing performance works from a postmodern perspective through a semiotic lens. It discusses key postmodern concepts like pastiche and nonlinear narrative. It recommends closely watching a work multiple times and noting the signifiers in performer, movement, sound, and space and their relationships to signified concepts. Analyses should describe a key moment, the signs present, and how they link to interpretations of postmodern stylistic features like juxtaposition or how sign systems work together or in disjunction. The document provides models for developing a paragraph analysis of how a work exemplifies postmodern concepts through its use of signs.
21.03.22 Observations, experiments and PaR
Structured observations and experiments allow researchers to tightly control variables to investigate cause-and-effect relationships. Structured observations require defining target behaviors and feasible measurement methods. Experiments enable accurate data collection but lack ecological validity. Unstructured observations explore context nuances but require justified choices about what to record. Practice as research advances artistic knowledge through exploration and insights from creative processes, documented through video, journals, or reflective practice involving description, dialogue, critique, and thematic analysis.
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This document provides guidance on analyzing a performance work from a postmodern perspective. It instructs the reader to introduce the chosen practitioner, discuss any key influences on their work from both a cultural and personal level, identify the practitioner's intentions for the work, and draw parallels between those intentions and cultural influences. The document emphasizes analyzing how the work aligns with postmodern themes and styles, rather than focusing on whether the practitioner intentionally made the work postmodern. It provides prompts for elements to discuss such as the practitioner's background, influences, stated intentions, and how their ideas relate to postmodern concepts. The overall aim is to help the reader effectively argue how a work can be considered postmodern.
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This document provides guidance for a group presentation assessing students' plans for a performance project. It outlines the assessment requirements, including presenting a 4-minute group contribution assessing production elements. Students must each focus on a different element and submit documentation of individual contributions and meetings. The document then provides guidance on different aspects of the project plan that should be addressed, such as the production concept, set/costume design, lighting/sound, education outreach, and marketing. It also covers budgets for small, medium, and large-scale projects and factors to consider for expenses.
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This document discusses guidelines and considerations for conducting research for a dissertation or practice as research project. It outlines the threshold criteria for both types of projects, including demonstrating subject knowledge, critically applying appropriate analysis methods, communicating ideas effectively, and working independently to source research. It provides tips for developing a research plan such as determining needed information, deciding on data analysis methods, collecting data through various means, and keeping thorough records. Ethical approval is also required before contacting participants.
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The document provides guidance on analyzing a work's postmodern characteristics in an essay. It recommends beginning with defining postmodernism and discussing key postmodern themes/styles. Students should then identify these elements in their chosen work, drawing parallels between the work's themes/styles and postmodern concepts like intertextuality, pastiche, irony and juxtaposition. The document offers prompts for discussing how the work challenges assumptions or stereotypes, incorporates other cultural works, uses technology to comment on reality's construction, and employs nonlinear storytelling or fragmentation.
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The document discusses marketing strategies for the performance sector. It covers who the target audience is, where to find them (both online and offline), what types of content to create, when to distribute content for promotions, why content marketing is focused on customer problems rather than selling, and how to create and share valuable content through blogs, workshops, social media and more. The overall strategy is to engage and connect with customers at each stage of their journey through relevant content marketing.
07.03.22 Questionnaires and Interviews
Questionnaires and interviews can both be useful research tools. Questionnaires allow researchers to gather data from large groups of people and obtain both quantitative and qualitative information. However, questionnaires risk low response rates and misinterpretation of questions. Interviews enable researchers to obtain rich qualitative data through follow-up questions, but they are time-intensive and results cannot be generalized. Well-designed questions, clear instructions, and ethical treatment of participants are important considerations for both questionnaires and interviews.
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This document discusses semiotics and structuralism as applied to analyzing performance. It explains that semiotics looks at the relationship between culture, communication, and meaning. It outlines Ferdinand de Saussure's theories of the sign, which is the basic unit of meaning, consisting of the signifier (sensory perception) and the signified (concept or meaning). Meaning occurs through the relationship between the signifier and signified, not inherently within either. Charles Peirce expanded on this, describing three types of relationships between signifier and signified: iconic, where the signifier resembles the signified; indexical, where there is a causal relationship; and symbolic, where the relationship is arbitrary and culturally agreed upon
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This document provides an overview of outreach work in the performing arts sector. It discusses what outreach is, why companies engage in it, where it takes place, who delivers it, and how it is delivered. Outreach can include workshops, classes, and other educational programs aimed at connecting with communities and building audiences. It is undertaken by companies of all sizes, from large organizations with dedicated education departments to small companies where artists deliver outreach themselves. Funding, resources, goals, and alignment with company values must all be considered when planning outreach programs.
28.02.22 How to structure your research
This document provides guidance on structuring a dissertation or practice as research project. It discusses that research projects typically require sections and plentiful headings, while arts/humanities theses develop an argument through core chapters. Standard sections include an introduction, literature review, methodology, results, discussion, and conclusion. Arts/humanities theses may combine the introduction, literature review and methodology into one chapter and have topic-focused discussion chapters. The document provides detailed guidance on writing each section, such as summarizing the research in the abstract and citing sources using the Harvard referencing style.
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1. The document discusses concepts from semiotics including denotation, connotation, and how signs can have multiple meanings. It focuses on the work of theorists Ferdinand de Saussure, Charles Sanders Peirce, and Roland Barthes.
2. Barthes believed that signs are polysemic (having multiple meanings) and that myth-making involves second-order signification or connotation, which can be ideological.
3. Barthes identified two types of second-order signification - connotational conjunction when signs reinforce each other, and connotational disjunction when signs have opposing meanings.
21.02.22 Working in the performance sector - Lighting, sound and video
The document discusses lighting, sound, and video design for theatrical performances. It covers the aims and tools of lighting design, including illumination, sculpture, selectivity, mood, atmosphere, interaction, fluidity and style. It discusses the roles and elements of sound design, including reinforcement, sound effects, music, levels, direction, fades, time and location. It also covers various elements of video design like content, placement, size, shape, amount and diegetic/non-diegetic qualities. The document provides information to help readers make informed creative decisions for lighting, sound and video design based on source material and production needs.
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19.10.20 Understanding Performance - Postmodern Narratives
- 1. Postmodern Narratives by Louise Douse Week4 UnderstandingPerformance
- 2. How has the postmodern condition been theorised? Week 4Understanding Performance Jean-Francois Lyotard French Philosopher “Simplifying to the extreme, I define postmodern as incredulity toward metanarratives”. The Postmodern Condition (1979)
- 3. Meta-narratives Scepticism – no “absolute truth” Education Family Religion Moral relativism Values cultural diversity and promotes tolerance Problematises moral objectivism Relative to a particular standpoint, without privilege Marxism Scientific progress Mastery of craft Dismisses common or shared values Nihilism – extreme pessimism, value destruction Implies obvious wrongs are acceptable Week 4Understanding Performance
- 4. What are the characteristics/stylistic features of Postmodernism? IRONY - a gap or incongruity between what a performer or author says/communicates, and what is generally understood Week 4Understanding Performance
- 5. What are the characteristics/stylistic features of Postmodernism? JUXTAPOSITION - an act or instance of placing two things close together or side by side. This is often done in order to highlight contrast and incongruity Week 4Understanding Performance
- 6. Bibiography Elam, K. (2002) The semiotics of theatre and drama. London: Routledge. Pavis, P. (2003) Analyzing performance: theater, dance, and film. Ann Arbor: University of Michigan Press. Preson-Dunlop,V. & Sanchez-Colberg, A. (2010) Dance and the performative: a choreological perspective: Laban and beyond. London: Dance Books. Storey, J. (2006) Cultural theory and popular culture: an introduction. Harlow: Pearson Prentice Hall. Week 4Understanding Performance