Theatre Education Quotes

If you were born with the ability to change someone’s perspective or emotions, never waste that gift. It is one of the most powerful gifts God can give—the ability to influence.

In a normal education everything is designed to suppress spontaneity, but I wanted to develop it.

My ‘failure’ was a survival tactic, and without it I would probably never have worked my way out of the trap that my education had set for me. I would have ended up with a lot more of my consciousness blocked off from me than now.

The most repressed, and damaged, and ‘unteachable’ students that I have to deal with are those who were the star performers at bad high schools. Instead of learning how to be warm and spontaneous and giving, they’ve become armoured and superficial, calculating and self-obsessed. I could show you many many examples where education has clearly been a destructive process.

some kids can't do drama because their life is a lie

If the ability to read carries the average man no higher than the gossip of his neighbours, if he asks nothing more nourishing out of books and the theatre than he gets hanging about the store, the bar and the street-corner, then culture is bound to be dragged down to him instead of his being lifted up by culture.

Our poor human heart is flawed: it is like a cake without the frosting: the first two acts of the theatre without the climax. Even its design is marred for a small piece is missing out of the side. That is why it remains so unsatisfied: it wants life and it gets death: it wants Truth and it has to settle for an education; it craves love and gets only intermittent euphoria’s with satieties. Samples, reflections and fractions are only tastes, not mouthfuls. A divine trick has been played on the human heart as if a violin teacher gave his pupil an instrument with one string missing. God kept a part of man's heart in Heaven, so that discontent would drive him back again to Him Who is Eternal Life, All-Knowing Truth and the Abiding Ecstasy of Love.

Already the people murmur that I am your enemy because they say that in verse I give the world your me. They lie, Julia de Burgos. They lie, Julia de Burgos. Who rises in my verses is not your voice. It is my voice because you are the dressing and the essence is me; and the most profound abyss is spread between us. You are the cold doll of social lies, and me, the virile starburst of the human truth. You, honey of courtesan hypocrisies; not me; in all my poems I undress my heart. You are like your world, selfish; not me who gambles everything betting on what I am. You are only the ponderous lady very lady; not me; I am life, strength, woman. You belong to your husband, your master; not me; I belong to nobody, or all, because to all, to all I give myself in my clean feeling and in my thought. You curl your hair and paint yourself; not me; the wind curls my hair, the sun paints me. You are a housewife, resigned, submissive, tied to the prejudices of men; not me; unbridled, I am a runaway Rocinante snorting horizons of God's justice. You in yourself have no say; everyone governs you; your husband, your parents, your family, the priest, the dressmaker, the theatre, the dance hall, the auto, the fine furnishings, the feast, champagne, heaven and hell, and the social, "what will they say." Not in me, in me only my heart governs, only my thought; who governs in me is me. You, flower of aristocracy; and me, flower of the people. You in you have everything and you owe it to everyone, while me, my nothing I owe to nobody. You nailed to the static ancestral dividend, and me, a one in the numerical social divider, we are the duel to death who fatally approaches. When the multitudes run rioting leaving behind ashes of burned injustices, and with the torch of the seven virtues, the multitudes run after the seven sins, against you and against everything unjust and inhuman, I will be in their midst with the torch in my hand.

Find a good teacher, don't betray yourself to succeed and be a better person before being a better actor.

It was largely my interest in art that had destroyed any life in the world around me. I'd learned perspective, and about balance, and composition. It was as if I'd learned to redesign everything, to reshape it so I saw what OUGHT to be there, which of course is much inferior to what IS there. The dullness was not an inevitable consequence of age, but of education.

In the theatre that I was used to in school and colleges and in amateur circles, the actors rehearsed more or less in secrecy and then sprung their finished perfection. on an unsuspecting audience who were of course surprised into envious admiration: oh, what perfection, what talent, what inspired gifts - I certainly could never do such a thing! Such a theatre is part of the general bourgeois education system which practices education as a process of weakening people, of making them feel they cannot do this or that - oh, it must take such brains! - In other words education as a means of mystifying knowledge and hence reality. Education, far from giving people -the confidence in their ability and capacities to overcome obstacles or to become masters of the laws governing external nature as human beings, tends to make them feel their inadequacies, their weaknesses and their incapacities in the face of reality; and their inability to do anything about the conditions governing their lives. They become more and more alienated from themselves and from their natural and social environment. Education as a process of alienation produces a gallery of active stars and an undifferentiated mass of grateful admirers. The Olympian gods of the Greek mythology or the dashing knights of the middle ages are reborn in the -twentieth century as superstar politicians, scientists, sportsmen, actors, the handsome doers or heroes, with the ordinary people watching passively, gratefully, admiringly.

Yes,” says Felix. “They think it’s a waste of time. They think you’re a waste of time. They don’t care about your education, they want you to stay ignorant. They aren’t interested in the life of the imagination, and they have failed to grasp the redemptive power of art. Worst of all: they think Shakespeare is a waste of time. They think he has nothing to teach.” “But together we can stop their cancellation plan,” says Felix. “We can set things right! What we’re doing today—we’re giving them some excellent reasons for why they need to reconsider. We’ll be showing them that theatre is a powerful educational tool. Yes?

His concept of allochrony - initially introduced shyly as 'untimeliness', then later radicalized to an exit from modernity - is based on the idea, as suggestive as it is fantastic, that antiquity has no need of repetitions enacted in subsequent periods, because it 'essentially' returns constantly on its own strength. In other words, antiquity - or the ancient - is not an overcome phase of cultural development that is only represented in the collective memory and can be summoned by the wilfulness of education. It is rather a kind of constant present - a depth time, a nature time, a time of being - that continues underneath the theatre of memory and innovation that occupies cultural time.

Dryden was a highly prolific literary figure, a professional writer who was at the centre of all the greatest debates of his time: the end of the Commonwealth, the return of the monarch, the political and religious upheavals of the 1680s, and the specifically literary questions of neoclassicism opposed to more modern trends. He was Poet Laureate from 1668, but lost this position in 1688 on the overthrow of James II. Dryden had become Catholic in 1685, and his allegorical poem The Hind and the Panther (1687) discusses the complex issues of religion and politics in an attempt to reconcile bitterly opposed factions. This contains a well-known line which anticipates Wordsworth more than a century later: 'By education most have been misled … / And thus the child imposes on the man'. The poem shows an awareness of change as one grows older, and the impossibility of holding one view for a lifetime: My thoughtless youth was winged with vain desires, My manhood, long misled by wandering fires, Followed false lights… After 1688, Dryden returned to the theatre, which had given him many of his early successes in tragedy, tragi-comedy, and comedy, as well as with adaptations of Shakespeare. ...... Dryden was an innovator, leading the move from heroic couplets to blank verse in drama, and at the centre of the intellectual debates of the Augustan age. He experimented with verse forms throughout his writing life until Fables Ancient and Modern (1700), which brings together critical, translated, and original works, in a fitting conclusion to a varied career.

Nothing could have been less in line with contemporary conceptions of art than that the theatre should be divorced from all relation to life and politics. Greek tragedy was in the strictest sense ‘political drama’; the finale of Eumenides, with its fervent prayers for the prosperity of the Attic state, betrays the main purpose of the piece. This political control of the theatre brought back to currency the old view that the poet is guardian of a higher truth and an educator who leads his people up to a higher plane of humanity. Through the performance of tragedies on the state-ordained festivals and the circumstances that tragedy came to be looked upon as the authoritative interpretation of the national myths, the poet once more attains to a position almost equivalent to that of the priestly seer of prehistoric times.

I sometimes envy Dan his ability to teach *onstage*; for the theater is a great emphasizer--especially to young people, who have no great experience in life by which they might judge the experiences they encounter in literature; and who have no great confidence in language, neither in using it nor in hearing it. The theater, Dan quite rightly claims, dramatizes both the experience and the confidence in language that young people--such as our students--lack. Students of the age of Dan's, and mine, have no great feeling--for example--for *wit*; wit simply passes them by, or else they take it to be an elderly form of snobbery, a mere showing off with the language that they use (at best) tentatively. Wit isn't tentative; therefore, neither is it young. Wit is one of many aspects of life and literature that is far easier to recognize onstage than in a book. My students are always missing the wit in what they read, or else they do not trust it; onstage, even an amateur actor can make anyone *see* what wit is.

What are we doing here?” Burnes said, almost to himself. “That, Burnes, I cannot tell you. I do not know why anyone leaves his house, to travel ten thousand miles, when all the poetry that has ever been written, all the poetry since the beginning of the world all tells us the single lesson that we would be happiest in our own homes, since that is where happiness is born, and where it lives. What poetry cannot answer is the question that follows from that, whether we men actually want to be happy, or whether we would prefer to be restless. In your case—in the English, excuse me, the British case—I would say that when you have gone home, when you are all old and thinking about what this adventure, this whole centuries-long adventure meant, what it meant to you . . . well, things do not always mean something, but perhaps your adventure, perhaps it meant something. You will sit at home and look into your fires and draw your Cashmire shawls about you, and think that you came here for one reason. Of course, now, you tell yourself all sorts of fairy stories—you are here to sell us your wonderful English goods, you want to set us free, you want us to grow up, you want to educate us and make us worship three gods instead of forty thousand—” “Only one God.” “I stand corrected, Burnes-ji, and I am sure your one God is much more sensible than ours, who are quaint, who have the heads of elephants and monkeys and have blue skin. They are all very good reasons to tell yourself at the time, but they are not, at the bottom, the real reason you came here. You came here not to make yourselves rich, not to make us better and Christian and clean and dressed in Bradford cotton. You believe all this, I know. But when you are old and tired and sleeping in a thousand years’ time, you will start to realize that you came here and took possession of what was not yours for one reason. To surrender it, to give it up. That is the only reason. Do you not know your Shakespeare, Burnes? Have you never seen The Tempest in your London theatres? Do you not think it strange that, so very long ago, before your English kings owned anything at all, your English poet was dreaming of giving it all up, of surrendering what was not yet yours? Of what never would truly be yours? You are not adventurers; you are all Prosperos, waiting for the day you can give it up, drown your book, and return nobly. We endure your presence, because we see that when you look at us, you know that we will take it all back one day. And you want us to. That desire is so strong in you, it makes you build an empire; because if you never had an empire, you would not have one so nobly to surrender. That, Burnes, is what you are doing here. You asked me, and you did not think that I had an answer. But I have an answer, and that is what you are doing here. And now you are tired, and I shall leave you.

O: represents both the province Ontario, and Canada’s capital city Ottawa. Ottawa is our country’s capital city where our government rules the country. Ontario has many lakes, forests, farmland and big cites like Toronto where people enjoy shopping, theatre and going up to the world’s tallest structure, the CN Tower. Toronto is Ontario’s capital city.

What the Swots had studied deeply was the art of forbidding things, and in a very short time they had forbidden painting, sculpture, music, theatre, film, journalism, hashish, voting, elections, individualism, disagreement, pleasure, happiness, pool tables, clean-shaven chins (on men), women’s faces, women’s bodies, women’s education, women’s sports, women’s rights. They would have liked to have forbidden women altogether but even they could see that that was not entirely feasible, so they contented themselves with making women’s lives as unpleasant as possible.