Mehmet Fevzi CANSUN 319643 ELL 3025/ English Drama DRAMA Drama is a literary composition, which is performed by professional actors on stage (or theatre), before an audience. It involves conflicts, actions and a particular theme. Eye-catching make up, facial expressions and body language of the artists are prominent features. Origin of Drama Western drama originated in Greece around 500 B.C. Ancient Greek drama consists of three kinds of plays: 1) Tragedy 2) Comedy 3) Satyr Plays Ancient Greek Drama The first tragedies are said to have been performed in 534 B.C. at the festival of Dionysus in Athens. Satyr-dramas were added in 501 B.C. Comedies were first officially produced in Athens in 486 B.C. The earliest dramas were designed to worship gods and goddesses. Masks were used to represent characters, high-soled boots were worn to add height. Antigone, Oedipus Rex and Medea are among the famous plays written during this time. Roman Drama Roman drama refers to any dramatic form — tragedy, comedy, farce, mime, and pantomime — composed in the Latin language. The Romans witnessed the first form of dramatic performance in Rome in 364 B.C. The people of Tuscany staged the performance in order to help the Romans avert a plague. The first official dramatic performance was performed in Rome in 240 B.C. Livius Andronicus stage a tragedy and a comedy at the ludi Romani (Roman games). Roman comedies and tragedies were performed at: - Festivals known as Ludi. – Temple dedications -Triumphal parades -Funerals of Roman aristocrats. Roman nobility funded Roman dramas, the actors themselves were noble. With the fall of the Roman empire, Roman drama comes to its own end. From the fall of Rome in the late fifth century until the tenth century, the drama was essentially dead. The Rebirth of Drama Drama was reintroduced into western Europe in the tenth century. Drama was reborn during The Middle Ages (Medieval Period). Medieval Drama In the 10th century bits of chanted dialogue, called tropes, were added to the Easter celebration. This was the beginning of drama in post-classical western Europe. These little plays (troops) grew more elaborate. The purpose of these plays was to teach religion. Late Medieval Drama It is found in the late 12th and early 13th centuries and the 14th century. Most of it is religious. These plays can be divided into: The mystery plays - life of Christ Miracle plays–lives of saints. Morality plays–being good/ moral Renaissance Drama The English Renaissance, a cultural and artistic movement in England from 16th to early 17th century. The renowned playwrights of this time include William Shakespeare, Christopher Marlowe, Ben Jonson, John Webster. The dramatists wrote plays based on themes like history, comedy and tragedy. Shakespeare emerged as an artist who produced plays based on all the three themes. In 1567 the first public theatre, the Red Lion Theatre in Whitechapel, was built. Modern Drama Modern Drama begins in the late 19th century and continues to the present day. By the late 19th century, the Industrial Revolution and other economic changes insured that prosperous, educated middle-class people comprise most theatregoers. Romanticism gave way to Realism during the 19th century. Contemporary drama shows the influence of all that has come before. Modern drama involved much experimentation with new forms and ideas. Present Time The majority of musical dramas of the 20th century were written by Andrew Lloyd Webber. His works gained immense popularity. The dramas travelled to Broadway in New York and around the world. Some of them were turned into feature films as well. Postmodernism had a serious effect on the existence of English drama, in the end of 20th century. The Royal Shakespeare Company, operating from Stratford-upon-Avon (Shakespeare's hometown), currently produces most of the plays written by the legendary dramatist. https://tr.scribd.com/doc/50552630/History-and-Development-of-Drama-in-English-Literature Intercultural Competence “Intercultural competence is the ability to develop targeted knowledge, skills and attitudes that lead to visible behaviour and communication that are both effective and appropriate in intercultural interactions.” Constituent Elements of Intercultural Competence : Knowledge Cultural self-awareness; culture specific knowledge; socio-linguistic awareness; grasp of global issues and trends. Knowledge Cultural self- awareness: articulating how one’s own culture has shaped one’s identity and world view Culture specific knowledge: analysing and explaining basic information about other cultures (history, values, politics, economics, communication styles, values, beliefs and practices) Sociolinguistic awareness: acquiring basic local language skills, articulating differences in verbal/ non-verbal communication and adjusting one’s speech to accommodate nationals from other cultures Grasp of global issues and trends: explaining the meaning and implications of globalization and relating local issues to global forces Skills listening, observing, evaluating using patience and perseverance; viewing the world from others' perspectives Skills Listening, observing, evaluating : using patience and perseverance to identify and minimize ethnocentrism, seek out cultural clues and meaning Analysing, interpreting and relating: seeking out linkages, causality and relationships using comparative techniques of analysis Critical thinking: viewing and interpreting the world from other cultures’ point of view and identifying one’s own Attitudes Respect (valuing other cultures); openness (withholding judgement); curiosity (viewing difference as a learning opportunity); discovery (tolerance for ambiguity) Attitudes Respect: seeking out other cultures’ attributes; value cultural diversity; thinking comparatively and without prejudice about cultural differences Openness: suspending criticism of other cultures; investing in collecting ‘evidence’ of cultural difference; being disposed to be proven wrong; Curiosity: seeking out intercultural interactions, viewing difference as a learning opportunity, being aware of one’s own ignorance Discovery: tolerating ambiguity and viewing it as a positive experience; willingness to move beyond one’s comfort zone Outcomes The above knowledge, skills and attitudes lead to internal outcomes which refer to an individual who learns to be flexible, adaptable, empathetic and adopts an ethno-relative perspective. These qualities are reflected in external outcomes which refer to the observable behaviour and communication styles of the individual. They are the visible evidence that the individual is, or is learning to be, interculturally competent. Research shows that intercultural competence cannot be acquired in a short space of time or in one module. It is not a naturally occurring phenomenon but a lifelong process which needs to be addressed explicitly in learning and teaching and staff development. Critical reflection becomes a “powerful tool” 4 on the journey towards achieving it.