THEATRE DIRECTING
Academic year and teacher
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- Versione italiana
- Academic year
- 2017/2018
- Teacher
- DANIELE SERAGNOLI
- Credits
- 12
- Didactic period
- Secondo Semestre
- SSD
- L-ART/05
Training objectives
- The course has the main objective to provide a general knowledge of the concept of theater direction in the twentieth century through the study of leading theories of theater direction and experience of the directors of the first and second century. Ultimate purpose is the acquisition of the idea of theatre direction as a complex phenomenon, and not merely practical and technical.
The skills acquired through the study of matter, therefore, concern the ways in which various directors have planned and organized their working materials with the help of the actors to give life to the performances.
The resulting abilities can be spent in a more conscious attendance of theaters, in working at their press or marketing offices, in making properly known the operatic culture. Furthermore, the definition of direction as organization and communication tool can have useful applications in different fields of cultural planning. Prerequisites
- None
Course programme
- Term one – “History of theater direction and critical profile of the main directors of the twentieth century”: using audiovisual material is traced the history of theater direction, from its birth in the late nineteenth century to the present day, through the emerging figures (Antoine, Stanislavski, Copeau, Brecht, Living Theatre, Grotowski, etc.). Each director is inserted in the cultural context of his time in order to better define poetic and scenic practices.
Term two - “Giorgio Strehler's theater”: using audiovisual material, working notes, directing books, diaries and testimonies of actors and collaborators, the course examines the figure and work of one of the most important Italian theater directors in the post-war period; in particular, is studied the "Strehler method" at the Piccolo Teatro di Milano, founded in 1947, through the idea of art theater and the innovative Pirandello, Goldoni, Shakespeare and Brecht’s theatrical directions. Didactic methods
- Public lectures with audiovisual exemplification, classroom discussion: critical analysis of the theories of theater direction, vision and analysis of theater performances, involvement of students in the critical analysis of the topics of each lesson.
During lessons audiovisual material is used: the frequency is therefore recommended. Learning assessment procedures
- Oral exam: the student must answer at least three questions, through which - making use of the discussions that took place during the course - he must demonstrate on the one hand the acquisition of historical notions, on the other hand a critical capacity in the knowledge of matter (through key-questions, for example "when and why was born theater direction", "the directorial work of ....", "Giorgio Strehler’s theatre idea").
Normally, the teacher asks at first instance that the student speaks of a topic of his/her choice, bordered and not too general. Then he goes on to ask for a second argument, with equal width and depth . A further question of a third argument, but of more limited and punctual type, usually ends the exam.
Are there any exercises threads written on a particular topic addressed during the course, the student's choice. Reference texts
- Term one – “History of theater direction and critical profile of the main directors of the twentieth century”:
Attending students:
- Il teatro di regia. Genesi ed evoluzione (1870-1950), a cura di U. Artioli. Roma, Carocci
Non-attending students will integrate the study with:
G. Zanlonghi, La regia teatrale nel secondo Novecento. Utopie, forme e pratiche, Roma, Carocci, 2014
Term two - "Giorgio Strehler's theatre":
- Various articles and essays on Giorgio Strehler
(dossier for sale at Copylab, Ferrara).
Integrative teaching materials on the teacher's website.
