Temple Theatre

Kristen Holfeuer / For the You / ᕦ
What happens when we remember?
What happens when we delve into the memories of others?

Are we entitled to the knowledge contained in the memories of those who came before us?

I don’t feel like this piece was created so much as remembered. If process, form, and content all inform one another, it is only right a piece about memory should be created by remembering and then shaped like memories floating (or sometimes hiding) in the brain.
- Kristen

... engages the ancestor, lets her speak giving back her voice. Tells a story to the ancestor in ourselves. For the lives of others to truly matter the ancestor must be encountered to open the present.

... Walter Benjamin in 'The Storyteller', "less an answer to a question than a proposal concerning the continuation of a story which is just unfolding."

... enlists the ancestor to an attentiveness that lives & moves from breath to breath, body to mouth, sound to word singing the world we carry. - Raymon

AeRan Jeong / Sori (Sound)
Pansori / Chunhyangga: story of love between Chunhyang, the daughter of a kisaeng, legally an entertainer of the government, required to perform various functions for the state and Yi Mongryong, the son of a magistrate.
Dongbaek taryong (Camellia Call): Minyo (Folk Song)
Pansori / Heungbuga: A story of Heungbu who was a poor but good man with many children.
Pahrongsae (Bluebird)
Pansori: The term pansori is derived from pan (판, meaning "a place where many people gather"), and sori (소리, meaning "sound").

Raymon Montalbetti / Delights
... meeting & meanderings in the cultural stream ... a tone poem following Grass Jelly, part one of meeting & meanderings ... a little bit like putting body memory back into cultural memory and likewise archiving the cultural memory back in the body - both of which tickle a bit.

Text: from The Story of the Mount Potala Delights verse 139, 140 & 141.
A Visionary Journey - Longchenpa
Translated and annotated by Herbert V. Guenther


We hope you enjoy.

:: Note :: ... All photos from a Rehearsal Shoot by b. proudlove ... presented on the evenings of Aug. 14 & Sept. 5.

Popular posts from this blog

Heart Play

My thoughts are wounds in my head. My brain is a scar. I want to be a machine. Arms to drag legs to walk no pain no thinking. (Heiner Müller , 'Hamletmachine' ) Heartplay A May I lay my heart at your feet. B If you don't make a mess on my floor.. A My heart is clean.. B We'll see, won't we.. A I can't get it out.. B Would you like me to help you.. A If you wouldn't mind.. B It'll be a pleasure. I can't get it out either.. A cries. B I will remove it surgically. What have I got this penknife for anyway. We'll have this sorted out in no time. work will keep you from despair. Right, there we are. But this is a brick. Your heart is a red brick.. A Yes, but it beats only for you.. (1981) A beats B to death with the brick.. (Addition, July 1991). ------------- Heiner Müller ----------------- from Heiner Müller Theatremachine translated and edited by Marc von Henning
Read more

Dobong

Image
 ... moved into a new place ...  ... first night there in a deep sleep was visited by a short middle aged man ... well dressed in a black suit ... seemed to be Korean but not sure ... although silent the figure's presence was so strong i was pulled out of dream to fully awake ... as I lay in bed the after image of him remained standing silently in the hallway just outside the open bedroom door ... he wasn't really looking at me but i felt he sensed i was now aware of his presence and didn't wish to startle me ... finally assured he was a dream figure i fell back to sleep ... only later to be visited again ...  this time not in dream but upon waking saw him standing fully in the doorway ...  a serious, calm face he looked directly into my eyes ...  ...  i knew he was an apparition  & examined his demeanour ... he was likewise examining me with a gentle questioning look ... oh a previous owner of the apartment i thought ... he didn't move or speak ju...
Read more
* The teacher rarely tells students what he thinks. * Generally, he does not accept a single statement as an answer to a question. * He encourages student-student interaction as opposed to student-teacher interaction, generally avoids acting as a mediator or judging the quality of ideas expressed. * His lessons develop from the responses of students and not from a previously determined "logical" structure. (Postman & Weingartner, 1969, p. 33-36) * Generally, each of his lessons pose a problem for students. * He rarely summarizes the positions taken by students on the learnings that occur. He recognizes that the act of summary or "closure" tends to have the effect of ending further thought. "* He rarely summarizes the positions taken by students on the learnings that occur. He recognizes that the act of summary or "closure" tends to have the effect of ending further thought." ( Teaching as a Subversive Activity: Book Review ) (via Incorporat...
Read more