Relevant bibliographies by topics / Melodrama, English. English drama English drama

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Melodrama, English. English drama English drama'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Melodrama, English. English drama English drama"

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Shepherd, Simon. "Blood, Thunder and Theory: The Arrival of English Melodrama." Theatre Research International 24, no. 2 (1999): 145–51. http://dx.doi.org/10.1017/s0307883300020769.

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One of the surest ways of registering disapproval of a play or a performance is to dismiss it as ‘melodramatic’, thus invoking a whole network of mistaken dramatic values and improper practice. In arts reviews, classrooms and text books, ‘melodrama’ recurs as the ‘other’ of ‘proper’ realist drama. In English Drama: A Cultural History, we describe the critical history of melodrama as ‘The Unacceptable Face of Theatre's importance and seriousness. One of the most influential interventions came from Peter Brooks, whose Melodramatic Imagination propounds two arguments in favour of melodrama'scultural centrality: first, Brooks shows how Diderot and Rousseau anticipated the French form of melodrama, then he makes connections between melodramatic gesture or sign and the work of Saussure or Barthes. My aim here is to develop the case further by suggesting that, in the case of English melodrama, the practice of the form as it emerged was very far from being non-intellectual, out of control or stupid. Indeed the dramatists themselves were well conscious of what they were doing formally: not only intelligence but also self-reflection were there from the start.
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Miller, John MacNeill. "When Drama Went to the Dogs; Or, Staging Otherness in the Animal Melodrama." PMLA/Publications of the Modern Language Association of America 132, no. 3 (May 2017): 526–42. http://dx.doi.org/10.1632/pmla.2017.132.3.526.

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For much of the nineteenth century, nonhuman animals shared the English stage with human performers in a series of popular, widely produced quadruped dramas. Work in animal studies and performance theory overlooks this phenomenon when it laments theater's unbroken history of animal exclusion—a notion of exclusion that quadruped dramas actually helped propagate and reinforce. The animal melodramas produced through the Victorian era featured animal characters whose appeal depended on the perceived otherness of animal actors, especially the knowledge that animals did not so much act in the drama as perform set responses to subtle, real-world cues from their trainers. Playwrights used animals' imperfect integration in the dramatic illusion to inject an uncanny sense of reality into their melodramatic plots. Their experiments with estrangement admit the difficulties of animal performance by explicitly staging animal otherness—but only as a spur to deepen human engagement with the more-than-human world.
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Aston, Elaine, and Ian Clarke. "The Dangerous Woman of Melvillean Melodrama." New Theatre Quarterly 12, no. 45 (February 1996): 30–42. http://dx.doi.org/10.1017/s0266464x0000960x.

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Almost in its death throes at the turn of the present century, sensational melodrama threw up a curious mutation at the hands of the prolific playwrights and managers, the brothers Walter and Frederick Melville. In numerous of their plays performed in the decade or so before the First World War, the ‘New Woman’, whose rights and rebellions were simultaneously the focus of debate in so-called ‘problem’ plays, took on a new and threatening aspect – as the eponymously ‘dangerous’ central character of The Worst Woman in London, A Disgrace to Her Sex, The Girl Who Wrecked His Home, and a score or so of similar titles. In the following article Elaine Aston and lan Clarke explore the nature of these ‘strong’ female roles, both as acting vehicles and as embodiments of male fears and fantasies, in a theatre which existed in large part to serve such needs and which, through such characters, at once fictionalized and affirmed the fears of ‘respectable’ society about the moral stature of the actress. The authors both teach in the Department of English and Drama at Loughborough University, where lan Clarke is Director of Drama, having previously published his own study of Edwardian Drama in 1989.
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Mahfouz, Safi Mahmoud. "Tragedy in the Arab Theatre: the Neglected Genre." New Theatre Quarterly 27, no. 4 (November 2011): 368–85. http://dx.doi.org/10.1017/s0266464x11000686.

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In this article Safi Mahmoud Mahfouz investigates the current state of tragedy in the Arab theatre and suggests some of the reasons behind the lack of an authentic Arabic tragedy developed from the Aristotelian tradition. Through analyses of the few translations and adaptations into Arabic of Shakespearean and classical tragedy, he both confirms and questions the claims of non-Arabic scholars that ‘the Arab mind is incapable of producing tragedy’. While the wider theatre community has been introduced to a handful of the Arab world's most prominent dramatists in translation, many are still largely unknown and none has a claim to be a tragedian. Academic studies of Arabic tragedy are insubstantial, while tragedy, in the classical sense, plays a very minor role in Arab drama, the tendency of Arab dramatists being towards comedy or melodrama. Safi Mahmoud Mahfouz is Head of the Department of English Language and Literature at UNRWA University, Amman, Jordan. His research interests include American Literature, Arabic and Middle Eastern literatures, modern and contemporary drama, contemporary poetics, comparative literature, and synchronous and asynchronous instructional technology.
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Eriks Cline, Lauren. "The Long Run of Victorian Theater." Victorian Literature and Culture 48, no. 3 (2020): 623–31. http://dx.doi.org/10.1017/s106015032000025x.

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It's March 2020 as I write this, and the theaters are closed. Broadway is dark, and the Globe is once again shut due to a plague. Perhaps “self-isolation” is a strange condition under which to be thinking about crowded Victorian playhouses. As I make dates to watch movies with friends hundreds of miles away on the Netflix Party app, the media environment in which I pursue entertainment has perhaps never felt more dissimilar to that of nineteenth-century theatergoers. But, then again, maybe the photos of empty auditoria and deserted streets are the best demonstration of the space that public culture has taken up in our lives. The vacuum shows us that what's missing mattered. And if scholars of Victorian theater have shared a primary goal, it's to insist on how deeply the collective experience of playgoing influenced the everyday practices and beliefs of the period—even when theater and drama may not always appear on Victorian syllabi or conference programs. This essay considers three recent studies in Victorian theater—The Cambridge Companion to English Melodrama (2018), edited by Carolyn Williams; The Drama of Celebrity (2019), by Sharon Marcus; and Everyone's Theater: Literature and Daily Life in England, 1860–1914 (2019), by Michael Meeuwis—to register the force that theatrical performance exerted on Victorians and to explore how that force could change our sense of the field. By dwelling with archives and objects that might otherwise get classed as cultural “ephemera,” these studies push us to acknowledge that the run of Victorian theater hasn't ended. In the collective pause before a moment of intense feeling, or in a contradictory attachment to a public figure who is both imitable and extraordinary, they find a repertoire of spectator behavior from which many of our own modes of attention derive.
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Vidal, B. "English Heritage, English Cinema: Costume Drama since 1980." Screen 44, no. 3 (September 1, 2003): 351–54. http://dx.doi.org/10.1093/screen/44.3.351.

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Sagar, Aparajita, and Bruce King. "Post-Colonial English Drama: Commonwealth Drama since 1960." World Literature Today 68, no. 1 (1994): 228. http://dx.doi.org/10.2307/40150112.

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Wickham, Glynne, Marianne G. Briscoe, and John C. Coldewey. "Contexts for Early English Drama." Modern Language Review 86, no. 4 (October 1991): 971. http://dx.doi.org/10.2307/3732563.

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Wetmore, Kevin J. "Modern Japanese Drama in English." Asian Theatre Journal 23, no. 1 (2006): 179–205. http://dx.doi.org/10.1353/atj.2006.0013.

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WIGGINS, MARTIN. "MORINDOS AND ENGLISH RENAISSANCE DRAMA." Notes and Queries 41, no. 4 (December 1, 1994): 505–7. http://dx.doi.org/10.1093/nq/41-4-505.

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Dissertations / Theses on the topic "Melodrama, English. English drama English drama"

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Taylor, Miles Edward. "Nation, history, and theater : representing the English past on the Tudor and Stuart stage /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9986765.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 255-265). Also available for download via the World Wide Web; free to University of Oregon users.
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McCarthy, Andrew D. "Mourning men in early English drama." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/a_mccarthy_020910.pdf.

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Pearson, Meg Forbes. "Spectacle in early modern English drama." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3780.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.
Thesis research directed by: English Language and Literature. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Leininger, Jeffrey Walter. "The Reformation in English Reformation drama." Thesis, University of Cambridge, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275391.

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Shell, Alison. "English Catholicism and drama, 1578-1688." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334998.

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Mohd, Nawi Abdullah. "Applied Drama in English Language Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2014. http://hdl.handle.net/10092/9584.

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This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences at school, as a secondary school student, an ESL teacher and, later, as a teacher trainer. Consequently, these experiences led me to explore alternative or supplementary teaching methodologies that could enhance the ESL learning experience, drawing initially from drama techniques such as those advocated by Maley and Duff (1983), Wessels (1987), and Di Pietro (1983), and later from process drama pedagogies such as those advocated by Greenwood (2005); Heathcote and Bolton (1995); Kao and O'Neill (1998), and Miller and Saxton (2004). This thesis is an account of my own exploration in adapting drama pedagogies to ESL/EFL teaching. It examines ways in which drama pedagogies might increase motivation and competency in English language learning. The main methodology of the study is that of reflective practice (e.g. Griffiths & Tann, 1992; Zeichner & Liston, 1996). It tracks a learning journey, where I critically reflect on my learning, exploring and implementing such pedagogical approaches as well as evaluate their impact on my students’ learning. These critical reflections arise from three case studies, based on three different contexts: the first a New Zealand English for Speakers of Other Languages (ESOL) class in an intermediate school, the second a Malaysian ESL class in a rural secondary school, and the third an English proficiency class of adult learners in a language school. Data for the study were obtained through the following: research journal and reflective memo; observation and field notes; interview; social media; students’ class work; discussion with co-researchers; and through the literature of the field. A major teaching methodology that emerges from the reflective cycles is that of staging the textbook, where the textbook section to be used for the teaching programme is distilled, and the key focuses of the language, skills, vocabulary, and themes to be learnt are identified and extracted. A layer of drama is matched with these distilled elements and then ‘staged’ on top of the textbook unit, incorporating context-setting opportunities, potential for a story, potential for tension or complication, and the target language elements. The findings that emerge through critical reflection in the study relate to the drama methodologies that I learn and acquire, the impact of these methodologies on students, the role of culture in the application of drama methodologies, and language learning and acquisition. These findings have a number of implications. Firstly, they show how an English Language Teaching (ELT) practitioner might use drama methodologies and what their impact is on student learning. While the focus is primarily on the Malaysian context, aspects of the findings may resonate internationally. Secondly, they suggest a model of reflective practice that can be used by other ELT practitioners who are interested in using drama methodologies in their teaching. Thirdly, these findings also point towards the development of a more comprehensive syllabus for using drama pedagogies, as well as the development of reflective practice, in the teacher training programmes in Malaysia. The use of drama pedagogies for language learning is a field that has not been researched in a Malaysian context. Therefore, this account of reflective practice offers a platform for further research and reflection in this context.
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Bainton, Martin. "Generational politics in English drama, 1588-1612." Thesis, University of Hull, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272039.

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Riemer, Seth Daniel. "National biases in French and English drama /." New York : Garland publ, 1990. http://catalogue.bnf.fr/ark:/12148/cb35521574h.

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Nagase, Mariko. "Literary editing of seventeenth-century English drama." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3628/.

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This thesis explores how literary editing for the dramatic publication was developed in seventeenth-century England. Chapter 1 discusses how the humanist scholars embraced the concept of textual editing and put it into practice about a half century after the invention of the press. Chapter 2 addresses the development of the concept of literary editing in seventeenth-century England by investigating the editorial arguments preserved in the paratextual matter. Chapter 3 explores Jonsonian convention of textual editing which was established in imitation of classical textual editing of the humanist scholars and which eventually furnished a model for dramatic editing to the later editors who were to be commissioned to reproduce play texts for a reading public. Chapter 4 looks at Thomas Middleton’s The Mayor of Quinborough published by Herringman in 1661 which signals the restoration of the Jonsonian editorial convention. Chapter 5 will attempt to identify the printer of the play and considers the division of the editorial work between the editor and the printer. Chapter 6 addresses the reflection of the Jonsonian textual editing in the 1664 Killigrew folio and assesses its establishment of literary editing of seventeenth-century English drama as a herald of the 1709 Shakespeare edition by Nicholas Rowe.
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Meads, Christopher Douglas. "Banquet scenes in English drama, 1585-1642." Thesis, University of Birmingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668323.

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Books on the topic "Melodrama, English. English drama English drama"

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Huber, Anita. Gehorsam und Vergnügen: Die Entwicklung des englischen Melodramas aus der französischen Revolution. Wien: WUV-Universitätsverlag, 2001.

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Ästhetik des Melodramas: Studien zu einem Genre des populären Theaters in England des 19. Jahrhunderts. Heidelberg: C. Winter, 1986.

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Melodrama heute: Die Adaption melodramatischer Elemente und Strukturen im Werk von John Arden und Arden/D'Arcy. Amsterdam: B.R. Grüner, 1986.

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1944-, Gubar Susan, ed. Masterpiece theatre: An academic melodrama. New Brunswick, N.J: Rutgers University Press, 1995.

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Hadley, Elaine. Melodramatic tactics: Theatricalized dissent in the English marketplace, 1800-1885. Stanford, Calif: Stanford University Press, 1995.

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Aesthetic hysteria: The great neurosis in Victorian melodrama and contemporary fiction. New York: Routledge, 2007.

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Cocco, Maria Rosaria. Arlecchino, Shakespearee il marinaio: Teatro popolare e melodramma in Inghilterra (1800-1850). Napoli: Istituto Universitario Orientale, Dipartimento di Studi Letterari e Linguistici dell'occidente, 1990.

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Cocco, Maria Rosaria. Arlecchino, Shakespeare e il marinaio: Teatro popolare e melodramma in Inghilterra (1800-1850). Napoli: Istituto Universitario Orientale, Dipartimento di Studi Letterari e Linguistici dell'occidente, 1990.

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Vittorini, Fabio. Shakespeare e il melodramma romantico. Scandicci (Firenze): La nuova Italia, 2000.

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English through drama. London: Hutchinson, 1989.

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Book chapters on the topic "Melodrama, English. English drama English drama"

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Dowling, K. "Drama." In English coursework, 6–50. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-13022-1_2.

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Watson, J. R. "Drama." In A Handbook to English Romanticism, 95–97. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-13375-8_25.

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Watson, J. R. "Drama." In A Handbook to English Romanticism, 95–97. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22288-9_25.

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Wald, Christina. "Analyzing Drama." In English and American Studies, 346–52. Stuttgart: J.B. Metzler, 2012. http://dx.doi.org/10.1007/978-3-476-00406-2_26.

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Gill, Richard. "The conventions of drama." In Mastering English Literature, 203–22. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13596-7_11.

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Gill, Richard. "The language of drama." In Mastering English Literature, 223–34. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13596-7_12.

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Gregoriou, Christiana. "Stylistics of Drama Practice." In English Literary Stylistics, 163–82. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07425-6_10.

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Gregoriou, Christiana. "The Pragmatics of Drama." In English Literary Stylistics, 143–62. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07425-6_9.

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Martos, Francisco Gómez. "Favorites in English drama." In Staging Favorites, 82–112. Abingdon, Oxon ; New York : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083481-5.

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Gregoriou, Christiana. "Structure and Characterisation in Drama." In English Literary Stylistics, 129–42. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07425-6_8.

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Conference papers on the topic "Melodrama, English. English drama English drama"

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Kuzmenkova, Yulia. "DRAMA ACTIVITIES IN ENGLISH LANGUAGE TEACHING." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.032.

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Lin, Chen. "Effective Classroom Management in Drama English Class." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.095.

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Ramadhani, Tjitra. "Overcoming Anxiety in English Language Learning Through Drama Performance." In 7th South East Asia Design Research International Conference. Sanata Dharma University Press, 2020. http://dx.doi.org/10.24071/seadr.2019.20.

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Wei Jianfeng, Zhang Yingli, Mi Jun, and Zhu Changjun. "Application research of drama in college English education of China." In 2009 Asia-Pacific Conference on Computational Intelligence and Industrial Applications (PACIIA 2009). IEEE, 2009. http://dx.doi.org/10.1109/paciia.2009.5406534.

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Risdianto, Faizal, Sari Famularsih, Setia Rini, and Ahmad Muthohar. "The use of drama to develop English speaking autonomous learning." In Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Humanities, SEWORD FRESSH 2019, April 27 2019, Surakarta, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2286844.

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Khasyar, Meita Lesmiaty, Rudi haryono, and Ana Ratnasari. "Lesson of Drama in Language Education: Why do We Have to Learn English Through Drama Performance?" In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.038.

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Mardiningrum, Arifah. "EFL Self-Concept in an English Drama Club: A Case Study of Two English Language Education Department Students." In Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (IcoSIHESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icosihess-19.2019.3.

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Sui-Sang, Mok. "How drama activities are used to teach English in the Hong Kong Classroom." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312113.

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Nguyen, Hoa Mai Phuong. "The Use of Drama Role-Playing in Teaching English Literature for English Majored Students: An Action Research at Van Lang University." In 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210226.038.

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Zhu, Zhi. "Study on Training Methods of Intercultural Communication Abilities in Drama Education of College English Teaching." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.189.

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