Chapter 3 examines the core creative practice at the heart of the institution and tradition of the Theater an der Ruhr and most public theatres in Germany: the rehearsal. Rehearsals are not merely the most significant spaces for the training of the body and elaboration of a play. They are also practices for the cultivation of a particular form of comportment described by actors and directors as Haltung. The rehearsing of Haltung, which is discussed as an example of an ethnographic concept, that is, one stemming from the theorising of my interlocutors, constitutes the fundamental ethical practice and internal good facilitated by the institutional tradition of the Theater an der Ruhr. This chapter examines the broader significance of studying the learning of conduct during rehearsals and makes a case for their study as foundational to an understanding of creativity and self-formation in theatre. It also investigates issues of authority and discipline, thinking about rehearsals as a form of social practice rather than an artistic means to create a staging.

This chapter offers a novel theoretical and methodological apparatus to reinterpret rule of law reform. I draw on aesthetic theory to reimagine rule of law reform as an aesthetic practice, in which efforts to build the sublime ‘rule of law’ produce both shadows of the rule of law and the shadowy figure of the rule of law reformer. I go on to argue that this aesthetic remains irreducibly embodied in the body of the reformer and that rule of law reform is, thus, in a very real sense, performance. I turn to performance studies, as well as Stanislavski’s system of training actors, to analyse these performances, and discuss precisely how they complement the methods in the previous chapter. I then put this new method into practice, rewriting my cases as dramatic performances. In doing so, I show how expert ignorance might productively be understood through the dramatic structure of ignorant experts’ action.

The term ‘declamation’ shifted its meaning from a training and display exercise undertaken by orators to a mode of speech used by tragic actors. By the end of the seventeenth century, the logic of grammar had suppressed the vagaries of orality, and the term ‘declamation’ served to define that which separated dramatic speech from the speech of everyday life. Because speech is driven by the breath and produced by the body, the thought or idea expressed by the actor could not be dissociated from their feeling or passion. In the sixteenth century and for much of the seventeenth century the dramatic text was conceived as sonorous matter, a visual sign of corporeal actions. The second phase follows from words becoming the arbitrary signs of ideas. From the perspective of a modern taste for self-expression, the earlier conception of the text as a score places unwelcome constraints upon the actor’s freedom.

The tradition that Hamlet is Shakespeare’s mouthpiece: almost universally accepted for reasons of tradition and prejudice towards the class and education of the princely speaker. The Player’s speech: a successful exercise in using Virgil to express emotion, as recommended by Quintilian. Hamlet’s advice: drawing essentially from Quintilian. The play-within-a-play: risibly poor dramaturgy, a display of dialectic rather than rhetoric, well suited to ensuring that Claudius is moved by the facts rather than by the fiction of the play. The pay-off: Hamlet as clown. In this chapter, I map a tension between two ideals of performance: moving the emotions of an audience versus an accurate mimesis of reality.

This chapter will explore the fundamentals of drama, both as a skill and as a methodology for teaching other curricular requirements. It also offers practical activities and assessment practices, as well as theoretical underpinnings and methods to further develop teaching methodologies beyond this text. You will have the confidence and knowledge to engage learners of all ages and abilities to explore their own ideas through dramatic performance and to evaluate the performance of others. The key to drama is not only the development of skills, but also the ability to apply processes and value these processes as equal to the end product of a drama activity. The application of drama in literacy, numeracy and other areas of learning will be embedded throughout. A great deal of the focus on drama in the classroom, in Australia, is from a Western perspective.