Professing performance : theatre in the academy from philology to performativity / Shannon Jackson.
Material type: TextSeries: Theatre and performance theoryPublisher: New York : Cambridge University Press, 2004Description: xi, 254 pages ; 22 cmContent type:- text
- unmediated
- volume
- 0521651891
- 9780521651899
- 0521656052
- 9780521656054
- 791.0711 22
- PN1576 .J33 2004
Item type | Current library | Call number | Copy number | Status | Date due | Barcode | |
---|---|---|---|---|---|---|---|
Book | City Campus City Campus Main Collection | 791.0711 JAC (Browse shelf(Opens below)) | 1 | Available | A292079B | ||
Book | City Campus City Campus Main Collection | 791.0711 JAC (Browse shelf(Opens below)) | 1 | Available | A322815B |
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Includes bibliographical references (pages 239-247) and index.
1. Discipline and performance : genealogy and discontinuity -- 2. Institutions and performance : professing performance in the early twentieth century -- 3. Culture and performance : structures of dramatic feeling -- 4. Practice and performance : modernist paradoxes and literalist legacies -- 5. History and performance : blurred genres and the particularizing of the past -- 6. Identity and performance : racial performativity and anti-racist theatre.
"Today's academic discourse is filled with the word "perform." Nestled amongst a variety of prefixes and suffixes (re-, post-, -ance, -ivity?), the term functions as a vehicle for a host of contemporary inquiries. For students, artists, and scholars of performance and theatre, this development is intriguing and complex. By examining the history of theatre studies and related institutions and by comparing the very different disciplinary interpretations and developments that led to this engagement, Professing Performance offers ways of placing performance theory and performance studies in context. Shannon Jackson considers the connection amongst a range of performance forms. Throughout, she explores the institutional history of performance in the US academy in order to revise current debates around the role of the arts and humanities in higher education."--BOOK JACKET.
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