Moving ideas about moving bodies : teaching physical theatre as a response to violence and the violated body

 

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dc.contributor.advisor Pather, Jay en_ZA
dc.contributor.author Reznek, Jennie en_ZA
dc.date.accessioned 2015-01-05T07:02:06Z
dc.date.available 2015-01-05T07:02:06Z
dc.date.issued 2012 en_ZA
dc.identifier.citation Reznek, J. 2012. Moving ideas about moving bodies : teaching physical theatre as a response to violence and the violated body. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/11377
dc.description Includes bibliographical references. en_ZA
dc.description Includes abstract. en_ZA
dc.description.abstract In this thesis I explore my obsession with teaching the physical theatre body over the past twenty-five years.Two sets of questions are proposed: How does the teaching of physical theatre respond to violence and the violated body; and how does pedagogy change when it moves from one context to another? Firstly, I argue that the pedagogy developed by Jacques Lecoq in Paris responded like a pendulum to the extreme violence perpetrated on bodies during the Second World War. I argue that my own practice, influenced by my two years of study at École Jacques Lecoq (1984-1986), continued this tradition by responding to what, I propose, existed as a ‘culture of violence’ in South Africa from the period of colonialism through the apartheid era and into the present. I analyse the impact of violence on the body by focusing on three consequences - stillness, erasure and rupture - and come to an understanding of how the teaching of physical theatre, as per Lecoq and myself, counters all three with a focus on the moving, articulate, individuated body capable of transformation. Secondly, I propose that pedagogy responds to geographic, philosophical and historical contexts and is subject to modification when context changes. The methodology has included conventional research, a comparative analysis of the two contexts, and an analysis of my own experiences - from notebooks that I have kept - as a student and teacher. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Drama en_ZA
dc.title Moving ideas about moving bodies : teaching physical theatre as a response to violence and the violated body en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department Department of Drama en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MA en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Reznek, J. (2012). <i>Moving ideas about moving bodies : teaching physical theatre as a response to violence and the violated body</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Drama. Retrieved from http://hdl.handle.net/11427/11377 en_ZA
dc.identifier.chicagocitation Reznek, Jennie. <i>"Moving ideas about moving bodies : teaching physical theatre as a response to violence and the violated body."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Drama, 2012. http://hdl.handle.net/11427/11377 en_ZA
dc.identifier.vancouvercitation Reznek J. Moving ideas about moving bodies : teaching physical theatre as a response to violence and the violated body. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Drama, 2012 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/11377 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Reznek, Jennie AB - In this thesis I explore my obsession with teaching the physical theatre body over the past twenty-five years.Two sets of questions are proposed: How does the teaching of physical theatre respond to violence and the violated body; and how does pedagogy change when it moves from one context to another? Firstly, I argue that the pedagogy developed by Jacques Lecoq in Paris responded like a pendulum to the extreme violence perpetrated on bodies during the Second World War. I argue that my own practice, influenced by my two years of study at École Jacques Lecoq (1984-1986), continued this tradition by responding to what, I propose, existed as a ‘culture of violence’ in South Africa from the period of colonialism through the apartheid era and into the present. I analyse the impact of violence on the body by focusing on three consequences - stillness, erasure and rupture - and come to an understanding of how the teaching of physical theatre, as per Lecoq and myself, counters all three with a focus on the moving, articulate, individuated body capable of transformation. Secondly, I propose that pedagogy responds to geographic, philosophical and historical contexts and is subject to modification when context changes. The methodology has included conventional research, a comparative analysis of the two contexts, and an analysis of my own experiences - from notebooks that I have kept - as a student and teacher. DA - 2012 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 T1 - Moving ideas about moving bodies : teaching physical theatre as a response to violence and the violated body TI - Moving ideas about moving bodies : teaching physical theatre as a response to violence and the violated body UR - http://hdl.handle.net/11427/11377 ER - en_ZA


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