Went

... went to a play last night   not too unusual   this past month   The Cherry Orchard   Ignorance   Our Town    will probably go to three more this upcoming month   try to go without expectation   been often disappointed   take the attitude  "not looking forward to this, really don't want to go but it's good to get out and do my duty, be responsible and see things" ... 

... this last one Love/Stories (or, But You Will Get Used To It) 
Playwright Itamar Moses looks behind the curtain of contemporary romance in Love/Stories    yes felt like a lot about grief     a pedagogical lesson on theater [meta]drama[post-modern]conventions  intellect/emotion

... reading Red Doc > the next night & found this in Margaret Christakos: Slay it Again, Anne which captured the experience 

Carson, through all of her work, writes about love as the atomic leveler of the self. Love is shit that smears us in its radiant nakedness; it can’t really be survived. Yet, humans love. How’s that for tragedy. I really get this about Carson. To emerge from love is to emerge stripped and trussed. That doesn’t mean you didn’t enjoy yourself. No. To enjoy yourself that much is to be displaced, to appallingly suffer in its aftermath, when it’s over.

... the excellent cast after thousands of clever words    & silence
 burns the image:the finality of a head turning to see the other who is looking away & seems will never look back to blackout ...

::Note:: ... self referentially why do i go to theater / to see the playing i don't know / solely / well yes to be in a place where another's complete act of creative imagination reaches out into an opening of shared mystery / the medium is the message / yes the face to face of theater is the medium & the message is selfless / what / the untellable action reveals activates a transformation / you go to theater that fourth-wall, aloof, scripted, unresponsive, audience-ignoring stuff, lights fade up fade down, move pieces of furniture around for that /  [silence]   Yes 

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