Tag Archives: American Shakespeare Center

Richard III Hits the Road

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utsa-recital-hallWe’ve been having an amazing tour so far. We opened at the University of Texas at San Antonio tonight performing in their beauteous Recital Hall (pictured) which has glorious acoustics and a mighty organ behind our delineated acting area. As we have no director, stage manager or “techies” with us, it is our job to organize: putting our play in a new space – and boy have we had some different spaces – an exciting challenge.

We first performed at the Westville Correctional Facility in Indiana in a tiny, bare, very hot room with around thirty or so charming men who were hungry for Shakespeare. They take part in a series of weekly workshops run by Shakespeare at Notre Dame’s Scott Jackson. They asked brilliant questions and shared wonderful thoughts about the production. Clarity can be potentially hazardous when you have five actors playing 27 or so roles, but they all seemed to follow the plot really well. We learned, several of the attendees had never been to the theatre before, and all sat in rapt attention. For us, it seemed such an important thing to do, to perform there. The visit to Westville stands as one of my most amazing theatrical experiences.

Our next stop was The University of Texas at Austin, a serene and vast campus full of live oaks, unknown to us in England. We had such enthusiastic audiences (people standing, wow!), a biggish theatre, and our very first classes. This is the first AFLTS tour for three of us – Evvy, Hannah, and Alice – and they were a bit nervous as workshops began. However, after sharing classes with them, I can testify that all three are completely BRILLIANT, and their teaching has received wonderful feedback. Paul is already a seasoned teacher and an exceptionally clever chap, having studied Classics at Oxford; this is his third tour.

The idea for our classroom sessions is to share the actors’ approach to a text. For example: warming up our voices and bodies, physicalizing words, staging short  scenes, thinking about the characters’ emotional and physical states, and, most of all, their intentions. We also touch on the importance of speaking the text OUT LOUD and having a NEED as a character to say these things. For students, this approach is occasionally strange, sometimes truly silly (which is such fun), but always a welcome way in to the text.

classroom_cropI have my classes pair off. In each pair, one becomes a Lancastrian supporter and the other a Yorkist (the two factions in the play). They then push hard against each other’s palms whilst shouting “Dog, cur, and villain.” The physical impetus makes the antipathy much easier (though most people just giggle a lot the first time round). I had a football quarterback in my class yesterday who the teacher said she had never seen so animated!

winedale-historical-centerwinedale_cropOn the Saturday of our Austin residency we drove out to Shakespeare at Winedale and their summer school Shakespeare camp run by the very wonderful Laurel and James Loehlin. I’ve known James for 25 years as he worked at the Orange Tree Theatre in the UK at the same time as me. The Winedale theatre is a converted hay barn, so we adapted to a teeny tiny stage with three additional levels, a lovely and different dynamic. We watched some fantastic child actors beforehand (directed brilliantly by Clayton Stromberger). They performed scenes from Richard III under the trees. I must give a special BRAVO! to the young girl who played a most MAGNIFICENT Queen Margaret. We had added excitement during the performance as a coral snake had to be killed trying to get into to watch our play. Evvy Miller, playing Buckingham, is terrified of snakes and calls them “speedy, small, death machines.” As she was waiting to make an entrance, she was quietly told to “shift quickly as there was a snake on the loose.” We all survived the scare and enjoyed a lovely response to the play. We concluded our Winedale evening star-watching under that dark and huge Texas sky.

broken_spokeWe have managed a few “jollies” (an English word for fun trips out) to the very famous “Broken Spoke” dance hall (pictured), to swim in the creek in Austin, and to watch the nightly exodus of one and a half million bats from under Congress Bridge which was absolutely SPECTACULAR. We have also eaten our body weight in burritos, steaks, tacos, and enchiladas. Luscious!

— Liz Crowther

Yesterday’s Peter Holland Keynote at the 2013 Blackfriars Conference

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The American Shakespeare Center in Staunton, VA, hosts a biennial conference at their Blackfriars Playhouse.  This year, the opening keynote was given by none other than our own Peter Holland, the McMeel Chair of Shakespeare Studies at Notre Dame.  His talk was entitled “A Critic and a Gentleman: Publishing Performance,” and here’s the liveblog version thanks to Sarah Martin, of ASC’s terrific Education Department.  You also can follow the conference on Twitter or Facebook by searching the hashtag #BFC13: 

Blackfriars Conference 2013–Keynote: Peter Holland’s A Critic and a Gentleman: Publishing Performance

Hi again! Sarah Martin here to liveblog the first Keynote Address of the Seventh Blackfriars Conference: Peter Holland’s A Critic and a Gentleman: Publishing Performance.

Peter Holland, Associate Dean for the Arts and McMeel Family Professor in Shakespeare Studies at the University of Notre Dame is, as Dr. Cohen said in his introduction, “a great get” in terms of a Keynote speaker. Professor Holland began his presentation with the images of the title pages of two different editions of Hamlet: one the early modern title page with a record of the first performance and the second, an edition inspired by the Michael Grandage production of Hamlet at the Donmar Warehouse which starred actor Jude Law. Professor Holland explained that the reader of the 1676 edition thought he was getting “all of Hamlet“–the play as written and the play as performed, but the edition neglects to state that it is also heavily revised while the Grandage edition has been significantly shortened.

Professor Holland pointed out that, for the type of souvenir playtext exemplified by Grandage’s edition to be published in time for audience members to buy it, the text must be fixed in print well before the production actually begins performances. While an audience may believe that they are buying a true “performance text”, there is inevitable variation between the text in codex and the words spoken onstage.

Professor Holland discussed the role of what he called, “the theatrical edition” and asked what the intended use of such an edition is.  He explained that theatres always produce several editions–rehearsals scripts and so on that are not necessarily intended for publication, but are the material products of the theatre itself.

Professor Holland the discussed the role of the actor as critic and the censor as author. The “gentleman” in Professor Holland’s address is Francis Gentleman, who chose which moments of Shakespeare’s plays he thought ought to be included in editions and which should be omitted. Gentleman, Professor Holland argues, provides the “first performance commentary” on Shakespeare’s plays.  Professor Holland argues that such performance commentary is a “companion to the theatre” and no more. The Bell’s Editions (influenced by Gentleman and actor David Garrick) sold better than other scholarly editions in the eighteenth century. This, Professor Holland, argues has set the precedent for subsequent editions which include illustrations of performance and other theatrical or actor-centric images.  These images, however, are not necessarily representative of the plays in performance, but are of actors placed in suggested settings (such as an actress portrayed standing in the countryside) that are the product of editors rather than the actual performance history of the plays.

Professor Holland  argues that extensive performance commentary can actually be a hindrance to performance as it, “implies a right way of performing the play, not a range of possibilities”. Professor Holland argues that, while such extensive performance commentary shows impressive scholarship, it does not provide meaning. Professor Holland’s discussion of the Samuel French Acting Editions was particularly interesting and amusing to the audience as he compared the staging diagrams present in the editions to “IKEA self-assembly”. Such editions, Professor Holland argued, make the play no longer Shakespeare’s, but rather the product of the publishing house. Professor Holland’s Keynote Address, which explored the relationship between performance and the printed text, presented in a theatre that seeks to do just that, was the perfect start to the Blackfriars Conference.