This conference will be held in University College Cork, 14-16 April 2017. Proposals for both papers and panels are welcomed from postgraduate and postdoctoral researchers in the fields of both Medieval and Early Modern studies.
Keynote Speaker: Prof Michael Brown, University of St Andrews
This conference will explore the concept of authority in both the Medieval and Early Modern
periods. As Sir Philip Sidney has said, “there is nothing sooner overthrows a weak head than
opinion by authority, like too strong a liquor for a frail glass” (Aphorisms of Sir Philip Sidney). Much like today’s society, authority and resistance to authority can be found in all aspects of
Medieval and Early Modern societies, such as the religious, political, social, and literary.
Borderlines XXI invites papers that address the social, historical, literary, religious and cultural significance of these roles. We welcome papers from researchers in the fields of Anthropology, Archaeology, Codicology, Drama, Digital Humanities, Folklore, History, History of Art, Geography, Languages, Literature, Music, Paleography, Philosophy and Theology. Topics may include (but are not limited to):
· Political and/or religious authority
· Literary authority
· Authority of the book
· Gendered authority
· Lack of authority
· Translation of authority
· Class/Societal authority
· Rejection of authority
· Liminal figures/places
· Authority as autonomy
· Structures of authority
· Development of authority through the ages
· Depictions of authority in art
Abstracts of 250 words for a 20-minute paper and a short biography are welcomed from postgraduates and early career researchers (MA, PhD and Postdoctoral students) from Ireland, the UK, and further afield, as are proposals for panels, and should be submitted by Friday 3rd February 2017 to borderlinesXXI@gmail.com.
Showing posts with label Drama. Show all posts
Showing posts with label Drama. Show all posts
CALL FOR PAPERS: Drama and Pedagogy
Swiss Association of Medieval and Early Modern English Studies 2014 Conference, 12-13 September, 2014, University of Fribourg, Switzerland
Convenors: Elisabeth Dutton and Indira Ghose, University of Fribourg
In medieval England, when literacy was low and the liturgy in Latin, what did drama teach, and how? What were the implications for Middle English drama of its vernacularity, and how did it engage Latinity? The mystery plays teach scriptural material in the vernacular; the morality plays present subtle theological and philosophical teaching through allegory. In the fourteenth and fifteenth centuries drama is a way of disseminating theological and philosophical ideas: in the sixteenth century, with the rise of humanism, drama is one way the academic community debates those ideas. In early modern England, as the theatre came to rival the pulpit as a mass medium, leading many to attack the stage and many others to defend it, did drama teach or seduce, instruct or distract? As historical circumstances change, how does drama balance the requirements of doctrine and delight – and does it manifest any sense of contradiction between the two?
As well as pedagogy of drama, conference papers might consider pedagogy in drama – scenes in which instruction is portrayed, whether seriously or satirically. How do the Cycle plays engage with Christ as a teacher, or the Morality plays portray the pedagogical methods of Virtue and Vice figures? Humanist influence on the Tudor interlude ensures an interest in education, and examples of dramatized instruction abound in the plays of the early modern professional stage. Hamlet clearly thinks drama itself can teach and reveal – is his view typical, and is it right? Academic drama is a particularly pregnant locus for the exploration of drama and pedagogy: universities and the Inns of Court trained some of the leading playwrights of the early theatre, and, because productions were privately funded by colleges and performed in privately owned halls, the commercial constraints of the professional playhouses did not apply to university drama. In addition to exploring the role of academic drama in socio-political history and theatre history, the conference will examine the reasons for the strong connections between drama and education. Why was drama given a central role in pedagogical practice?
Confirmed keynote speakers: Prof. Lynn Enterline (Vanderbilt), Prof. John McGavin (Southampton), Prof. Alan Nelson (UC Berkeley), Prof. Michelle O’Callaghan (Reading). Perry Mills (Director of Edward's Boys) will be discussing productions of plays written for early modern boys' companies.
The conference will include a reception at the elegant, historic Grande Salle, with accompanying performance of a sixteenth century university play, William Gager’sDido, in a new translation from the Latin, directed by Elisabeth Dutton.
Papers are invited which explore, in any way:
Proposals for panels are welcome, too. A selection of papers will be published in a peer-reviewed volume to be edited by Elisabeth Dutton and James McBain.
For further details, please see our website: http://samemes2014.wordpress.com/
For further information on the Swiss Association of Medieval and Early Modern English Studies, please visit http://www.unil.ch/samemes
Please send a 400 word abstract and a short biographical note to samemes2014@zoho.com by December 6th 2013.
Convenors: Elisabeth Dutton and Indira Ghose, University of Fribourg
In medieval England, when literacy was low and the liturgy in Latin, what did drama teach, and how? What were the implications for Middle English drama of its vernacularity, and how did it engage Latinity? The mystery plays teach scriptural material in the vernacular; the morality plays present subtle theological and philosophical teaching through allegory. In the fourteenth and fifteenth centuries drama is a way of disseminating theological and philosophical ideas: in the sixteenth century, with the rise of humanism, drama is one way the academic community debates those ideas. In early modern England, as the theatre came to rival the pulpit as a mass medium, leading many to attack the stage and many others to defend it, did drama teach or seduce, instruct or distract? As historical circumstances change, how does drama balance the requirements of doctrine and delight – and does it manifest any sense of contradiction between the two?
As well as pedagogy of drama, conference papers might consider pedagogy in drama – scenes in which instruction is portrayed, whether seriously or satirically. How do the Cycle plays engage with Christ as a teacher, or the Morality plays portray the pedagogical methods of Virtue and Vice figures? Humanist influence on the Tudor interlude ensures an interest in education, and examples of dramatized instruction abound in the plays of the early modern professional stage. Hamlet clearly thinks drama itself can teach and reveal – is his view typical, and is it right? Academic drama is a particularly pregnant locus for the exploration of drama and pedagogy: universities and the Inns of Court trained some of the leading playwrights of the early theatre, and, because productions were privately funded by colleges and performed in privately owned halls, the commercial constraints of the professional playhouses did not apply to university drama. In addition to exploring the role of academic drama in socio-political history and theatre history, the conference will examine the reasons for the strong connections between drama and education. Why was drama given a central role in pedagogical practice?
Confirmed keynote speakers: Prof. Lynn Enterline (Vanderbilt), Prof. John McGavin (Southampton), Prof. Alan Nelson (UC Berkeley), Prof. Michelle O’Callaghan (Reading). Perry Mills (Director of Edward's Boys) will be discussing productions of plays written for early modern boys' companies.
The conference will include a reception at the elegant, historic Grande Salle, with accompanying performance of a sixteenth century university play, William Gager’sDido, in a new translation from the Latin, directed by Elisabeth Dutton.
Papers are invited which explore, in any way:
- relationships between drama and pedagogy in the medieval and early modern periods
- the use of drama in varied instructional settings
- portrayals of pedagogy in drama
- the extent to which study of early theatre and study of historical educational practice may be mutually illuminating
Proposals for panels are welcome, too. A selection of papers will be published in a peer-reviewed volume to be edited by Elisabeth Dutton and James McBain.
For further details, please see our website: http://samemes2014.wordpress.com/
For further information on the Swiss Association of Medieval and Early Modern English Studies, please visit http://www.unil.ch/samemes
Please send a 400 word abstract and a short biographical note to samemes2014@zoho.com by December 6th 2013.
The Society for Renaissance Studies Annual Lecture: ‘Witnessing Early Drama: Spectating, from The Cycle Plays to Shakespeare’
A free public lecture hosted by the Centre for Early Modern Studies, University of Aberdeen. 5.30 pm Thursday 28th February, 2013
‘Witnessing Early Drama: Spectating, from The Cycle Plays to Shakespeare’
Professor Greg Walker (Regius Professor of Rhetoric and English Literature, Edinburgh)
Professor Greg Walker has written widely on late-medieval drama and poetry, Renaissance literature, the history of the stage in the period before the building of the professional playhouses, and the cultural consequences of the Henrician Reformation. He is currently Principal Investigator on the AHRC-funded 'Staging and Representing the Scottish Renaissance Court' project, with Professor Thomas Betteridge (Oxford Brookes University)
Venue: Meeting Room 1 (Rm 706), Sir Duncan Rice Library, University of Aberdeen. All welcome.
For more information or to reserve a place please contact the organiser Andrew Gordon: a.gordon@abdn.ac.uk
The Society for Renaissance Studies is a charitable body promoting the study of the Renaissance period. For more information on its activities and for details of membership go to: http://www.rensoc.org.uk/
Professor Greg Walker (Regius Professor of Rhetoric and English Literature, Edinburgh)
Professor Greg Walker has written widely on late-medieval drama and poetry, Renaissance literature, the history of the stage in the period before the building of the professional playhouses, and the cultural consequences of the Henrician Reformation. He is currently Principal Investigator on the AHRC-funded 'Staging and Representing the Scottish Renaissance Court' project, with Professor Thomas Betteridge (Oxford Brookes University)
Venue: Meeting Room 1 (Rm 706), Sir Duncan Rice Library, University of Aberdeen. All welcome.
For more information or to reserve a place please contact the organiser Andrew Gordon: a.gordon@abdn.ac.uk
The Society for Renaissance Studies is a charitable body promoting the study of the Renaissance period. For more information on its activities and for details of membership go to: http://www.rensoc.org.uk/
Witnessing Early Drama: Spectating, from The Cycle Plays to Shakespeare
The Society for Renaissance Studies Annual Lecture
5.30 pm Thursday 28th February, 2013
‘Witnessing Early Drama: Spectating, from The Cycle Plays to Shakespeare’
Professor Greg Walker
(Regius Professor of Rhetoric and English Literature, Edinburgh)
Professor Greg Walker has written widely on late-medieval drama and poetry, Renaissance literature, the history of the stage in the period before the building of the professional playhouses, and the cultural consequences of the Henrician Reformation. He is currently Principal Investigator on the AHRC-funded 'Staging and Representing the Scottish Renaissance Court' project, with Professor Thomas Betteridge (Oxford Brookes University)
Venue: Meeting Room 1 (Rm 706), Sir Duncan Rice Library, University of Aberdeen
All welcome.
For more information or to reserve a place please contact the organiser Andrew Gordon: a.gordon@abdn.ac.uk
The Society for Renaissance Studies is a charitable body promoting the study of the Renaissance period. For more information on its activities and for details of membership go to: http://www.rensoc.org.uk/
North West Renaissance Drama Colloquium
A day of papers and discussion to be held in Manchester, 23rd June 2011
Proposals are invited for papers to be delivered at the first North West Renaissance Drama Colloquium. The event will bring together researchers and students from all institutions and at all career stages for a day of papers and discussion. A short list of plays being spoken on will be circulated in advance of the event and all delegates will be encouraged to come prepared to share ideas on interpretation and teaching. The venue in Manchester is to be confirmed.
A keynote lecture will be given by Professor Nicholas Royle (Sussex), author of The Uncanny, How to Read Shakespeare, After Derrida and a novel, Quilt.
To express interest in attendance or to propose a 20 minute paper on any aspect of Renaissance or Restoration drama (preferably focussing on a single play), please email a 300 word abstract by 08.04.11 to Naya Tsentourou and James Smith at:
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