Research Methods for the Theatre

1. Research Methods for the Theatre Department of Theatre and Dance University of Mary Washington

2. Research Methods I. Developing a research topic and thesis statement II. Forming a search strategy III. Identifying, Locating and Evaluating information sources

3. Developing a Research Topic • A clearly defined research topic is the first step in successful research. • Can develop your research topic into a thesis statement. • Finding a Research Topic—a tutorial on how to develop a research topic

4. Research Topic vs.Thesis Statement • Research Topic • Statement of research subject • Thesis Statement • Completed after research • Statement includes research subject, how you are going to prove or disprove your research subject, and brief indication of findings.

5. Research Topic vs. Thesis Statement • For a fashion history paper (Can you identify the difference?) • Topic Statement: • Within the institution of slavery in America from 1770-1865 there existed a social hierarchy among slaves manifest in the different quality of clothing of each caste. • Thesis Statement: • Within the institution of slavery in America from 1770-1865 there existed a social hierarchy among slaves manifest in the different quality of clothing of each caste. An investigation of the clothing worn by slaves at the Ballyman Plantation illustrates each segment of the social hierarchy, suggesting a sartorial rigidity as defined as those of the plantations non-slaves.

6. Research Topic vs. Thesis Statement • For a fashion history paper • Topic Statement: • At the end of the 18th century in Europe, the foppish style of the effeminate Macaronis fell out of favor as men like Beau Brummell standardized a new style, commonly known as ‘dandyism’, which primarily focused on the art of dressing impeccably. • Thesis Statement: • At the end of the 18th century in Europe, the foppish style of the effeminate Macaronis fell out of favor as men like Beau Brummell standardized a new style, commonly known as ‘dandyism’, which primarily focused on the art of dressing impeccably. This paper examines the history of the English and French 19th century dandy with a particular emphasis upon how they dramatically altered fashion while challenging the concepts of male vanity and social class., ultimately leading to a new definition of masculinity.

7. The Assignments: 1:Write a research paper on some aspect of contemporary theatre. 2: Complete a character analysis of Emma Goldman. 3: Design scenery, lights and costumes for The Game of Love and Chance by Marivaux.

8. I.Developing a Research Topic: Defining a specific research question & research topic

9. Assignment # 1:Write a research paper on some aspect of contemporary theatre. • Need idea of what information is available before you write. • Broad topic, too many options • Difficult to find relevant sources if topic is broad/ambiguous • What if there is nothing new to say? • Narrow topic, too few options • What if you choose a topic with no information? • Literature Review?

10. What is a Literature Review? • Generally, the purpose of a literature review is to analyze critically a segment of a published body of knowledge through summary, classification, and comparison of prior research studies, other literature reviews, and theoretical articles. • “Review of Literature.” The Writer’s Handbook. The Writing Center, UW at Madison. 2004, 15 Feburary 2006 <http://www.wisc.edu/writing/Handbook/ ReviewofLiterature.html>. Path: Home; Writers Handbook; Common Writing Assignments; Review of Literature. How to construct a Literature Review (http://writingcenter.unc.edu/handouts/literature-reviews/)

11. Literature Review--Example • The next slide is the introduction and literature review for a paper on queer readings of musical theatre. • The second paragraph—the literature review—briefly and clearly explains the findings of previous studies of the same or similar subjects. • Examples from the paper: “You’ve got that thing”: Cole Porter, Stephen Sondheim, and the Erotics of the List Song. Theatre Journal. 64 (2). December 2012.

12. The ascendance of queer theory effected a sea change in theatre studies and musicology. Beginning in the 1990s, scholars in both disciplines started using its methods to study the histories of theatre and music, paying particular attention to those writers, composers, and performers most likely to have savored homoerotic fantasies and practices and to those genres most associated with lesbian or gay subcultures. Music theatre has been especially alluring to queer theorists and historians, in part because of the adulatory cults that have developed around opera and the Broadway musical. Indeed, the opera queen and the musical theatre queen are routinely imagined to be the most visible and fervent of fans. From Philadelphia to Smash, gay men can be pinpointed by their adoration of Maria Callas or Ethel Merman. Despite this preponderance of queer devotees, however, the assignment of sexual provenance to either genre is problematic. As Judith Peraino notes: “Music is notoriously resistant to legibility,” especially in regard to sexuality, and even music theatre, complete with text, plot, and characters, defies sexual classification. Literature Review—ExampleFirst Paragraph--Introduction

13. Music theatre’s resistance to classification has not stopped a number of critics since the 1980s from claiming the Broadway musical as a gay theatrical genre, albeit one that has been closeted for most of its history. Gerald Mast, for example, writing in 1987, epitomizes post-Stonewall, gay-positive criticism by noting the attraction of “gay people” to the musical’s “masquerade of extravagant excess and outrageous frippery.” Believing that both musicals and “gay people” practice a subversive double-coding, he argues that musicals “translate their alternative vision of human and social relationships into forms that both disguise it as societal critique and allow its implications to be clearly read.” This sentence is the ultimate finding of the literature review This and the following entries in blue, summarize the history of scholarship supporting the ultimate finding of the review. Literature Review—ExampleSecond Paragraph—Literature Review

14. John Clum elaborates a similar approach a decade later while making even more sweeping claims: “Musicals were always gay.” Having absorbed the lessons of queer theory about the intractability of sexual desires and identities, D. A. Miller and Stacy Wolf develop more nuanced, circumspect, and historically specific arguments. Miller’s Place for Us is a theoretical tract cum memoir that mines his own experience to argue that musicals—especially Gypsy (1959), his master text—represent privileged sites for gay men to rehearse and perform their identifications and desires. Wolf, meanwhile, in A Problem Like Maria and Changed for Good, offers both a provocative lesbian reading of the musical and a much-needed feminist history of the form. Literature Review—ExampleSecond Paragraph—Literature Review

15. An abstract is a self-contained, short, and powerful statement that describes a larger work. Components vary according to discipline. An abstract of a humanities work may contain the thesis, background, and conclusion of the larger work. An abstract is not a review, nor does it evaluate the work being abstracted. While it contains key words found in the larger work, the abstract is an original document rather than an excerpted passage. UNC Writing Center—https://http://writingcenter.unc.edu/?s=abstract My assignment says to write an abstract of my paper—What is it?

16. Critics have long noted the association between the Broadway musical and gay men as both producers and consumers. But rather than claim that musicals are gay, lesbian, or queer, this essay analyzes the circulation of desire in the work of two composer-lyricists, Cole Porter and Stephen Sondheim, by focusing on their mastery of the list or catalog song, a form that requires only that its lyric contains an inventory of people, places, or things. The essay argues that the list song functions as a kind of desiring-machine, an assembly line of words that represents a musical consequence and signature of the Fordist means of production. The list songs of Porter and Sondheim, which herald the beginning and end of Broadway’s so-called Golden Age, divulge in their differing ways the contrasting sets of desires and anxieties that swirl around the closet—and the Broadway musical—in the decades before and after the Stonewall riots. Abstract—Example

17. Assignment # 1:Write a research paper on some aspect of contemporary theatre. • Research Question: How did American theatre and theatre artists respond to the events of 9-11? Were any plays written that dealt with the events? If so, what were the themes of those plays?

18. Assignment #2:Complete a character analysis of Emma Goldman. • Research Question: Research and write a complete, detailed biographical study of Emma Goldman relative to developing her as a character for the play Emma by Howard Zinn.

19. Assignment #3:Design scenery, lights and costumes for The Game of Love and Chance. • Research Question: Complete an analysis of 18th century French style in order to design costumes, lights, and scenery for The Game of Love and Chance.

20. Integrity:Inspired by..or..Copy of… • http://www.playbill.com/news/article/mantello-and-caldwell-theatre-settle-lvc-case-issues-still-unresolved-81475 • Plagiarism in Theatre

21. Integrity:Inspired by..or..Copy of… • Needs of script and be challenging • Understand what you respond to in the inspiration-an idea? a specific image? • Don’t look • Just too many choices to copy

22. Integrity:Common Types of Plagiarism • Direct: word for word • Self: using your work again without credit • Mosaic: borrowing phrases without quotes and changing words with synonyms • Accidental: neglecting to cite sources without intent • Structure: similar organization of ideas and argument

23. Integrity:Common Types of Plagiarism Tutorial

24. II.Determine a Search Strategy How will you search to find the information you are looking for?

25. Determining a Search Strategy • Identify subject and key concepts for your search topic • Identify potential information sources • Identify where those information sources are located in the library, and how to use them

26. Purpose Subject Area Focus Topic Topic Concepts Subject & Key Word Determining a search strategy:Identify subject and key concepts for topic

27. Purpose: Scholarly research paper Subject: 21st century theatre history Focus: American theatre after 9-11 Topic: How did American theatre respond to the events of 9-11. Concepts: Theater/re, response to 9/11 Subject & Key Words: Theatre: plays, drama, theatre Response: reactions 9-11: terrorism How did American theatre and theatre artists respond to the events of 9-11? Were any plays written that dealt with the events? If so, what were the themes of those plays?

28. Purpose: Scholarly research paper. Subject: Emma Goldman Focus: Biographical Study Topic: Life, times, and beliefs of Emma Goldman. Concepts: Emma Goldman, Biographical information Subject & Key Words: Goldman: anarchist, suffraget Biographical information: life, death Research and write a complete, detailed biographical study of Emma Goldman relative to developing her as a character in the play Emma by Howard Zinn.

29. Purpose: Scholarly research for design. Subject: 18th C. France. Focus: Period style Topic: What were the architecture, décor, dress, and art of the 18th c France? Concepts: 18th c French architecture, décor, dress, art, history. Subject & Key Words: 18th c: eighteenth century, Rococo Dress: Clothes, costume. Art: Painting, sculpture Architecture: Domestic, Religious, Versailles Décor: Interior decoration History: Government Complete an analysis of 18th century French style in order to design costumes, lights, and scenery for She Stoops to Conquer.

30. Determining a search strategy:Identify potential information sources • Research needs determine which information sources to search!

31. Identifying Potential Source Options • Subject & Related subject areas • Subject Librarian--Subject Areas • Source Content & Level • Source Scope • Identification of possible sources • Search strategy

32. Identifying Potential Source Options • Source Content: • Scholarly—those created by persons taking a scholarly approach to the subject. • Popular—those created by persons taking a non-scholarly approach to the subject. • Criteria to tell the difference • Source Level: • Primary—generally, those created at the time of the event or person’s life that you are studying. • Secondary—generally, those created after the time of the event of the person’s life that you are studying. • Criteria to tell the difference

33. Assignment #1: • Principal Subject Area: • Humanities • Theatre • Related Subject Area: • Source Content: • 1st Choice: Scholarly—need analytical opinions from theatre scholars. • 2nd Choice: Popular—may provide reviews of plays and opinions as to their value, or the plays from the audience’s point of view.

34. Assignment #1 • Source Level: • Primary: necessary because they will capture the immediate response of the theatre community. • Secondary: necessary because they will evaluate, compare and analyze the theatre of the event. • Source Scope: • Comprehensive and specialized sources are acceptable.

35. Assignment #1 • Source Identification: • 1st Choice:Periodicals will be best for primary sources as most will still be available in electronic indexes. It will be best source for theatre periodicals (scholarly), and it will also have human interest stories (popular) in papers like the New York Times. • Carlson, M. “9/11, Afghanistan, and Iraq: The Response of the New York Theatre”. Theatre Survey, May 2004. • Cameron, B. “When 9/11 is History”. Theatre Survey, September, 2002. • Salmon, J. “A Response to 9/11, So Unheroically Human”. New York Times, December 15, 2002.

36. Assignment #1 • Source Identification: • 2nd Choice: • Books will be helpful, particularly if they are a compilation of articles on the subject or books written about the subject. (Too early for them to have been written?) • Play Scripts written about the events of 9/11 will give insight into the theatre’s response. • Mueller, L. Voices from September 11th. • Thomas, A. & Batra, T. With their Eyes: September 11th—the View from a High School at Ground Zero. • LaBute, N. The Mercy Seat.

37. Assignment #1 • Search Strategy: • Begin with a general search of journal databases looking for scholarly and popular articles with a subject of theatre and 9/11. Then move to see if there are any books or plays that have been written about the topic specifically, or that hold essays on the subject.

38. Assignment #1 • Research Question: How did American theatre and theatre artists respond to the events of 9-11? Were any plays written that dealt with the events? If so, what were the themes of those plays? • Research Topic: The events of 9/11 had both an immediate and lasting affect on American theatre, not only in New York City and Washington, DC, but across the country. • Thesis Statement: A study of American theatre from September 11, 2001 to September 11, 2009, shows the affects of the 9/11 events on theatre. While an immediate, visceral theatrical response appeared in New York City, but waned after a few months, an investigation of new plays written since the attack, shows a more lasting affect in both plays dealing specifically with the tragedy, and plays with subject matter informed by the 9/11 events.

39. Assignment #2 • Principal Subject Area: • Humanities • History • Related Subject Area: • Social Sciences • Women’s studies • Political science • Source Content: • 1st Choice: Scholarly—need biographical sources explaining her place as an anarchist, feminist, and social activist. • 2nd Choice: Popular—look in contemporary periodicals for articles written about her.

40. Assignment #2 • Source Level: • Secondary—Contemporary authors who have written about her will be most prevelant. • Primary—Did she write an autobiography? Is there an annotated autobiography? Popular news sources written during her lifetime? • Source Scope: • Comprehensive and specialized are acceptable: • Comprehensive: • Marsh, M. Anarchist Women, 1870-1920. • Specialized: • Goldman, E. Living My Life. • Wexler, A. Emma Goldman: An Intimate Life.

41. Assignment #2 • Source Identification: • Books--as she is a historical figure most of the information about her will be in books. • Periodicals--there may be articles written about her in contemporary publications as well as copies of primary articles. • Reference Materials--because she was a historical figure she will be in most encyclopedias, general and subject. • The Encyclopedia of Women in American History

42. Assignment #2 • Search Strategy: • Begin with biographies of Goldman as well as her autobiographical writings. Then move to books and periodicals that write about her place as an anarchist, woman, and social activist.

43. Assignment #3 • Principal Subject Area: • Humanities • Art History • Architecture • Related Subject Area: • Social Sciences • Anthropology (Costume & Dress) • Source Content: • 1st Choice: Scholarly—need sources that explain & analyze 18th century French style. • 2nd Choice: Popular—photographs in periodicals (Architectural Digest)

44. Assignment #3 • Source Level: • Secondary: authors who have written about 18th century style, after the 18th century will be most prevalent. • Primary: those who wrote about the 18th century while living in it (diaries/letters); also paintings of architecture and dress. • Source Scope: • Comprehensive and specialized sources are acceptable. • Comprehensive: • Ribero, A. Dress in Eighteenth-Century Europe. • Summerston, J. The Architecture of the Eighteenth Century. • Specialized: • Delpierre, M. Dress in France in the Eighteenth Century. • Kalnein, W. Architecture in France in the Eighteenth Century.

45. Assignment #3 • Source Identification: • Books most of the material will be in books. • Periodicals • Scholarly journals such as Dress and Eighteenth Century Studies. • Popular periodicals such as National Geographic • Reference Materials some reference sources may have articles on famous people, architecture, and behaviors of the period. • “Rococo” in Encyclopedia of Interior Design • “Rococo Style” in Encyclopedia Americana

46. Assignment #3 • Search Strategy: • Begin with general, comprehensive secondary sources that describe elements of 18th century style. Then look for specialized secondary sources covering specific aspects of the same period. Look for visual images that define the period.

47. End Part I & II I. Develop a research topic II. Form a search strategy

48. III.Identifying, Locating & Evaluating information materials -What specific type of source has the information? -Where it is located in the library? -Authority of information source?

49. Identifying, Locating & Evaluating information materials Identifying different types of information sources in the Simpson Library Which type is most likely to have the information that I want?

50. Types of information materials available in the Simpson Library • Reference Sources • Books • Periodicals • Databases • All are accessible via the Library Web • The CONTENTS of each may not be electronically available