Introductory description

We will address questions of how globalisation (media, travel, etc) has facilitated new spaces and modes of cultural representation. We will also explore Post-race theory in the context of post-colonial negotiation of place of race, history in engagement with cultural forms. In seminars that include practical elements, we will explore issues that arise in contemporary intercultural performance interactions through examples like the work of Brook, Mnouchkine, Japanese Takarazuka, Disney, contemporary Australian musicals, and African exhibitions. We will critically analyse cultural difference, the possible processes of mediation necessary in such work; the difference between inter- and multiculturalism, the impact of cultural imperialism and globalisation on performance production, and the aesthetic and ethical issues of this work.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Autumn Term
Week 1: Defining key questions, concepts
Week 2: Imagining Insiders/ Outsiders – self x other – theoretically (ideology, stereotype) – revise Brook’s Mahabharata (Zarilli), see also other readings.
Week 3: Kathakali Workshop (Tanya Welles, 18 Oct) Dress appropriately
Week 4: Analyse workshop experience,
Considering critiques of Brook/ Mnouchkine: Bharucha on New Asian Interculturality, Postcoloniality, and Recolonization.
Week 5: How Interculturalism Performs the Self as an Other: Hwang’s M. Butterfly
Week 6: Reading week
Week 7: Nixon in China (opera)
Week 8: Post-war Japan - Takarazuka and the 1950s American musical/ Goth Lolita and Harajuku fashion
Week 9: India’s postcolonial exploration of identity - Girish Karnad’s Hayavadana (in Postcolonial Plays)
Week 10: Caribbean Postcoloniality- Derek Walcott’s Pantomime (1978, Postcolonial Plays)
Discuss presentations
SPRING TERM:
We will address questions of globalisation (media, travel, etc) has facilitated new spaces and modes of cultural representationWe will also explore Post-race theory in the context of post-colonial negotiation of place of race, history in engagement with cultural forms.
Week 1 - Discuss possible research areas – presentations exam
Post-race, Geopolitical division and identity construction - Guillermo Verdecchia: Fronteras Americanas (Canada) (in Postcolonial Plays, 419- 442.) See also Anoop Kayak, After race: Ethnography, race and post-race theory, Ethnic and Racial Studies, 29:3 (May 2006), 411 – 430,
Week 2 - Australian aboriginal identity - Jimmy Chi and Kuckles: Bran Nue Dae (in Postcolonial Plays, 320-347) (also impact of Hip Hop on Australian Aboriginal identity, see http://www.indigenoushiphop.com/, http://www.localnoise.net.au/tags/culture/indigenous-hip-hop/, http://www.bbc.co.uk/1xtra/tx/documentaries/hip_hop_down_under.shtml
Aboriginal hip hop and youth identity, Stavrias, Australian Aboriginal Studies 2005/2, 44-54. See http://lryb.aiatsis.gov.au/PDFs/aasj05.02_stavrias.pdf
Week 3: South - South Collaboration: Sogolon and Handspring Puppet Company’s Tall Horse (2005)
Week 4: Present work-in-progress of research presentations
Week 5: Disney and interculturalism
Week 6: Reading week
Week 7: Paul Prescott – Global Shakespeare and Olympics
Week 8: Bollywood - Bride & Prejudice
Week 9: Computer games, Internet engagements – avatars, second life
Week 10: Updates and finalising research presentations

Learning outcomes

By the end of the module, students should be able to:

• On successful completion of the module students should be able to:- demonstrate a critical analysis of cultural differences and to examine the processes of their mediation through the various cultures;
• - articulate an understanding of the concepts of (1) cultural in relation to identity and aesthetics, (2) the difference between inter- and multiculturalism, and (3) the impact of cultural imperialism and globalisation in relation to theatre production
• - analyse how theatre as a form can both reflect and challenge ideas of cultural representation and expression
• - engage in research-led investigation of these ideas in both primary and secondary material and communicate their findings both orally and in writing.

Indicative reading list

Prescribed texts (recommend buying)
Pre-read - Ric Knowles, 2010. Theatre & Interculturalism. (Palgrave Macmillan) – overview.
Patrice Pavis (ed.) 1996. The Intercultural performance Reader (London/ NY: Routledge)
David Henry Hwang M. Butterfly. 1957. (Harmondsworth: Penguin, 1989, or in Wadsworth)
Helen Gilbert (ed.), 2001. Postcolonial Plays: an anthology (London: Routledge)
Video material and readings will be available to exemplify much of this material.

Other key references
Bharucha, R. 1993. Theatre and the world: Performance and the politics of culture. London: Routledge
McLeod, John. 2000. Beginning Postcolonialism. Manchester: Manchester University Press.
Said, E. 1994. On Orientalism, in Culture & imperialism. London : Vintage.
Schechner, R. & Appel, W. By means of performance – intercultural studies of theatre and ritual. Cambridge: CUP.
Schipper, Mineke. 1999. Imagining Insiders: Africa and the question of belonging. London: Cassell (the introduction)
Zarilli, Phillip, et al. Theatre Histories: An Introduction. Routledge, 2016.

Research element

Essay: Reseach how interculturalism manifests itself in contemporary practices, and then the ability to critically analyse the issues related to universalist and post-colonial perspectives.
Relate theory to aesthetics
Practical presentations require students to research a specific issue that has emerged for them from the module and present it using apporpriate form. This requires the negotiation between research and understanding practical forms they have engaged in the course, and a clear understanding of the impact of aesthetics chosen.

Interdisciplinary

This module requires students to situate works historical, and then read theatrical decisions against specific sociological and political theory; analysing implications. It also asks students to engage with new media when considering performance.

International

The curriculum spans analysis of cross-cultural and critical examples of theatre and performance from Europe, Africa, Asia, North and South Americas and Australia.

Subject specific skills

The ability to

• critically analyse cultural differences and to examine the processes of their mediation through the various cultures in and through theatre and performance;
• articulate an understanding of the concepts of (1) cultural in relation to identity and aesthetics, (2) the difference between inter- and multiculturalism, and (3) the impact of cultural imperialism and globalisation in relation to theatre production
• analyse how theatre as a form can both reflect and challenge ideas of cultural representation and expression

Transferable skills

Analysis
Undertake theoretical and situated - examples of intercultural engagement in actual and specific social settings
Co-operative theatre making
Using performance practice to provoke and facilitate social debate
Good written and oral communictaion skills