Play Directing describes the various roles a director plays, from selection and analysis of the play, to working with actors and designers to bring the production to life. The authors emphasize that the role of the director as an artist-leader collaborating with actors and designers who look to the director for partnership in achieving their fullest, most creative expressions. The text emphasizes how the study of directing provides an intensive look at the structure of plays and acting, and of the process of design of scenery, costume, lighting, and sound that together make a produced play.
Terry McCabe, himself an accomplished stage director and teacher of theatre arts, here attacks what he calls the growing decadence that plagues contemporary stage directing. He argues for a radical reorganization of the director’s view of his role. It has become an article of faith in the theatre, Mr. McCabe observes, that a play is about what the director chooses to have it be about. But what right does a director have to treat a play as a found object, to be reshaped to express the director’s concerns? None whatsoever, Mr. McCabe replies. He examines anecdotally a range of work by different directors by way of offering a substantial critique of today’s leading theory of stage directing, and he offers an alternate approach. He challenges the notion that a play is the director’s vehicle for self-expression, arguing that the idea of the director as centerpiece of the theatre tends to distort plays and oppress actors. He explores what it means to direct a play when directing is properly understood as a process of self-effacement. Mis-directing the Play examines the role of the director as collaborator with actors, designers, dramaturges, and playwrights. Throughout, the book’s focus is on shedding the counterproductive myth of the director as creative auteur and urging in its place a return to first principles: the idea of the director as the interpretive artist in charge of putting the playwright’s play onstage.
Directions for Directing: Theatre and Method lays out contemporary concepts of directing practice and examines specific techniques of approaching scripts, actors, and the stage. Addressed to both young and experienced directors but also to the broader community of theatre practitioners, scholars, and dedicated theatre goers, the book sheds light on the director’s multiplicity of roles throughout the life of a play – from the moment of its conception to opening night – and explores the director’s processes of inspiration, interpretation, communication, and leadership. From organizing auditions and making casting choices to decoding complex dramaturgical texts and motivating actors, Directions for Directing offers practical advice and features detailed workbook sections on how to navigate such a fascinating discipline. A companion website explores the work of international practitioners of different backgrounds who operate within various institutions, companies, and budgets, providing readers with a wide range of perspectives and methodologies.
Is directing an art? Do directors need to be trained? What do directors actually do? These questions and more are answered in this accessibly written survey of the art of theatre direction. Its broad scope ranges across the theatres of both America and Europe, looking at practices from Stanislavski up to the present day.
This book provides new theoretical insights to our understanding of play as a cultural activity. All chapters address play and playful activities from a cultural-historical theoretical approach by re-addressing central claims and concepts in the theory and providing new models and understandings of the phenomenon of play within the framework of cultural historical theory. Empirical studies cover a wide range of institutional settings: preschool, school, home, leisure time, and in various social relations (with peers, professionals and parents) in different parts of the world (Europe, Australia, South America and North America). Common to all chapters is a goal of throwing new light on the phenomenon of playing within a theoretical framework of cultural-historical theory. Play as a cultural, collective, social, personal, pedagogical and contextual activity is addressed with reference to central concepts in relation to development and learning. Concepts and phenomena related to ZPD, the imaginary situation, rules, language play, collective imagining, spheres of realities of play, virtual realities, social identity and pedagogical environments are presented and discussed in order to bring the cultural-historical theoretical approach into play with contemporary historical issues. Essential as a must read to any scholar and student engaged with understanding play in relation to human development, cultural historical theory and early childhood education.