Dramaturging The Tempest: A Pedagogical Forum. (12th February 2014)

• Record Type: Journal Article
• Authors: Kelly, Philippa
• Is Part Of: Cambridge journal of postcolonial literary inquiry. Volume 1:Number 1(2014)
• Page Start: 143
• Page End: 155
• Publication Date: 2014-02-12
• Subjects: Postcolonialism in literature -- Periodicals; Literature -- History and criticism -- Periodicals; 809.93358
• DOI: 10.1017/pli.2013.4
• Languages: English
• ISSNs: 2052-2614

Abstract

<abstract abstract-type="normal"> <title> <x content-type="archive" xml:space="preserve">Abstract</x> </title> <p>"Dramaturging The Tempest: A Pedagogical Forum, " uses dramaturgy—the interface between research and its practical application in the theatre—as a way of preparing <italic>The Tempest</italic> for a college course curriculum. The article aims to show instructors how to teach dramaturgy as an explication of <italic>The Tempest</italic> and how to use <italic>The Tempest</italic> as a means of teaching dramaturgy. The objective is for students to emerge from the course conversant in how to be dramaturgs in the preparation of a professional production. Dramaturgy also illuminates the highly metadramatic underscoring of <italic>The Tempest</italic>, a play that constantly invites its own characters to be audience to, and critics of, Prospero's carefully constructed "worldview."</p> <p>My brief for this journal issue is to write an essay on <italic>The Tempest</italic> that can be used as an <italic>explication de texte</italic> for teaching postcolonial studies. As a practicing dramaturg, I've decided to focus on postcolonial dramaturgy. What does a dramaturg do? What can be gained from dramaturgical teaching, and how is it prepared for? What skills will students develop?</p> </abstract>