Heinz-Uwe Haus has published a new book, titled Heinz-Uwe Haus and Theatre Making in Cyprus and Greece (Cambridge Scholars Publishing, Newcastle upon Tyne, UK; 405 pages; release date: Sept. 8, 2021). Co-edited by Daniel Meyer-Dinkgräfe and supported by Costas Hadjigeorghiou, the book presents a selection of the considerable amount of material written and published in relation to Haus’s productions of Brecht’s plays and Brechtian productions by other dramatists, especially ancient Greek drama, in Cyprus and Greece since his production of The Caucasian Chalk Circle marked the launch of the Cyprus National Theatre in 1975 after the country’s political turmoil culminating in the Turkish invasion.
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Heinz-Uwe Haus and Theatre Making in Cyprus and Greece
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“Popular” and “Highbrow” in the theatre. Cultural interaction and osmosis between the genres*
Popular / Folk theatre
The term “popular theatre” denotes a cultural creation the specific features of which remain constant and characteristic of this theatrical category (Grammatas 2006 : 239-241) despite any changes that might have taken place over the times. Its basic source of origin is the “ritual”, which, though not identical, relates to the concepts of “ritual” and “custom”, and is often used interchangeably in international bibliography (Puchner 1985 : 40).
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Cultural Consciousness and Theatrical Creation in Postwar Modern Greek Theatre: The “Hellenism Syndrom” phase
The search for cultural identity is an ever-lasting demand for the Greek dramatology.
During the post-war years the presence of this search is intensive, and the variety of its forms and versions depends each time on the specific historical and social conditions.
On the basis of this quest for theatrical and, furthermore, cultural consciousness, and on condition that the theatre consists of the production of an objective reality on stage, we proceed to the analysis of our subject.
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Museum Experience through Inquiry Drama
1. Theoretical framework: Drama in the Museum
Drama as a creative pedagogic process and the museum as a meaningful informal learning environment refer – in their own ways – to humanity and culture, aiming at spiritual, emotional, embodied experiences and experiential learning. Drama in formal education as a holistic approach to knowledge, values, attitudes and skills leads participants to inquiry, innovation, imagination, self-identification and empathy (O’ Toole et al. 2002; Neelands et al. 2003). Museums in the 21st century provide experience, knowledge and skills to visitors/students (Hooper-Greenhill 1994, 2000), offer opportunities of reflection, inquiry and application to life (Hein 2004), and produce and reproduce meanings and attitudes (Pearce 1993). In addition to that, museum pedagogy uses several experiential methods, like workshops and dramatic events (Hooper-Greenhill 2000, 2007). Therefore, the theoretical framework of this article refers to inquiry in drama and museum experience as a keyword to museum education programmes.
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European Program Horizon 2020
Proposal Title : Values Across Space and Time
Proposal acronym: VAST
National and Kapodistrian University of Athens: CONTRIBUTION TO THE PROGRAMM
Scientific Director : Theodore Grammatas, Emeritus Professor
PILOT 1: VALUES IN GREEK TRAGEDIES AND THEIR MODERN ADAPTATIONS
Theoretical background
In the era of postmodernity, the general belief in the autonomy of the text has been abandoned. The author’s meaning may be inherent in the original text, but is produced and reproduced by the recipient, the reader or the spectator, who is the final co-author of the meaning. In theatre and dramatic text, the performative and imaging discourse, which is appropriated by the audience, signifies the scenic transcription and formation of the play within socio-historical contexts.
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Action Research in the EFL (English as a Foreign Language) learning context: an educational study by means of the dramatic teaching approach Mantle of the Expert
1. Mantle of the Expert- Theoretical framework
Mantle of the Expert is a dramatic-inquiry-based approach to teaching and learning invented and developed by pioneer drama educator Professor Dorothy Heathcote (1926-2012) in the 1980s. It concerns the sociological – anthropological field of reality investigation and can be utilized as either a dramatic teaching method or a theatrical technique. Either technique creates a dramatic environment asking participants to undertake expert roles across the whole spectrum of the social and historic development (Heathcote & Herbert 1985).In general terms, Mantle of the Expert relies on three pedagogic modes of teaching: inquiry learning, drama for learning and expert framing, which involves children being placed as adult experts. Put it simply, Mantle of the Expert is about teachers allowing children to act as experts in an imaginary enterprise (Heathcote, & Bolton 1995).
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