Theatre, Speech, and Dance Department

Brown University

TA128.

Thursdays, 4-6:30, Lyman 009

Myron Beasley Rebecca Schneider

015 Lyman Hall, 863-1955 212A Lyman Hall, 863-9223

Office Hours: Tu. 1:30-2:30 Office Hours: Tu. 11:30-12:45

Is all the world a stage? What, historically, has been the relationship between theatre and anthropology? What are intersecting sites (cites) in performance research and ethnography? This course will explore performance in the context of localities, and localities in the context of performance. We will explore the ways in which the personal meets the political in geographies of enactment. We will draw from ethnography, performance theory, and theories of identify formation and negotiation. We will make performances, analyze performances, and explore the relationship between performance-based knowledges and the sometimes reductive term "textualism."

Several objectives for the course:

1. To articulate and chart the emergence of "performance ethnography" and to situate that emergence in the broader field of Performance Studies.
2. To explore theories of subject formation and "identity politics" and to discuss the relationship between studies of subject formation and studies in performance ethnography.
3. To explore intersections between performance ethnography and feminist, race-critical, post-colonial, whiteness, and queer studies.
4. To gain an understanding of theories of "place" and "space" as they relate to performance practices.
5. To gain familiarity with "site specific" art movements
6. To generate projects, not limited to writing, that engage in the various intersections of ethnography, identity, locality and performance.

There will be assignments, including reading responses. There will be at least one group project. There will be a final paper/project.

Assignments:

1. Students will complete the weekly readings. As we meet only once a week, it is imperative that students plan their week accordingly so that the reading can be accomplished without having to "rush" on the night or day before class. We can not underscore enough, how important this is to a successful class in terms not only of each student’s own understanding of the material, but in terms of the level of discussion we will be able to engage in collectively.
2. To aid the effective completion of number one, our second requirement is Response Papers. Response papers will be handed in after every class. In general that papers should two pages in length and should engage one or more of the readings for that class. For example, a reading response can articulate one or more key points in a text — including performance texts — and agree or disagree with those points. Similarly , a response paper can engage in two or more readings together, finding points of agreement and disagreement, or letting the texts reverberate in some way with each other. A response paper can be a good place to articulate questions one may have with readings or issues in general as those issues relate to the text(s) or performance(s). Very occasionally, we will require more than 2 pages, such as on September 18. Read the syllabus closely for such requirements.
3. There will be one collective performative action or presentation of "invisible theatre" on October 30^th. We will divide you into groups in advance and explain more about this assignment as the date nears.
4. There will be a final performative project, carried out in groups depending on class size. This project will evolve relative to a chosen "space" or "place." Students will engage in ethnographic research about and in that "place" and construct a "performance ethnography" or "performative action" or "site specific performance" (you will have to decide the terminology appropriate to the final project). This project will ultimately be presented or enacted during class time. Places can be chosen anywhere in Providence, but we will have to account for travel, etc. This project will be discussed in greater detail in class. Performances will take place in the last class sessions. Groups can decide how "collective" the project will be, and it’s conceivable that the project might consist disparate solo acts, but we strongly suggest collective engagement, discussion and process (the more difficult choice.)
5. A final paper about the process and project of the final piece (number 4 above). We hope that the piece, about 8 pages long, will be both reflexive and engage in some of the readings and issues we will have read and discussed throughout the semester. You may also hand in with this any field notes or research work that might be relevant.