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Full text release has been delayed at the author's request until August 05, 2024

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Now is “Hunter,” Now is “Liu Mengmei:” The Pedagogy of Performing Unfamiliar Roles and Negotiating Audience Expectations

Klie, Hunter D
http://rave.ohiolink.edu/etdc/view?acc_num=osu1563515608405896

Abstract Details

2019, Master of Arts, Ohio State University, East Asian Languages and Literatures.
This thesis is an ethnographic study of the pedagogy of actor training in Chinese kunqu (昆曲) drama through a first-hand account of learning to perform an excerpt from a piece of standard repertoire, as taught by a professional kunqu performer. The goal of this study is to provide a detailed record of the training and learning process involved in the performance of an established role in the Chinese performing tradition. Through thick description of the process of learning from a trained actor, this thesis explores how one learns to perform an unfamiliar role in the kunqu tradition. The study finds that in kunqu performance, strict adherence to established musical technique and physical choreography is of utmost importance. Spontaneous and novel interpretations of kunqu roles are utterly discouraged by kunqu instructors for the reason that Chinese viewing audiences reject such non-traditional portrayals outright as inauthentic. To train the learner to adhere to those established techniques, the instructor models the performance of the role, observes the learner’s performance, provides correction, adjusts for precision and accuracy, and begins the process again. Once the lyrics and tune of a selection are deemed well-learned, a comprehensive, full-body rehearsal begins, which includes such choreographed elements as steps, postures, eye movement, finger positions, and more. Extreme repetition (traditionally years of repetition) is required before performer is deemed by the instructor to be ready for public performance. The goal of this exploration into kunqu performance training is to provide more light in the discussion of performance-based pedagogy. By establishing through a personal account the Chinese approach to training an actor in the performance of an established role, future research may focus on how performed culture pedagogy can be adapted to reflect the lessons learned from the world of Chinese theatre and performance and be implemented in the teaching of foreign language and culture.
Xiaobin Jian, Ph.D. (Advisor)
Mark Bender, Ph.D. (Committee Member)
Galal Walker, Ph.D. (Committee Member)
69 p.
Asian Studies; Language; Pedagogy; Performing Arts
kunqu; Mudanting; performance; performed culture; performance pedagogy; pedagogy; Chinese opera

Recommended Citations

Citations

  • Klie, H. D. (2019). Now is “Hunter,” Now is “Liu Mengmei:” The Pedagogy of Performing Unfamiliar Roles and Negotiating Audience Expectations [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563515608405896

    APA Style (7th edition)

  • Klie, Hunter. Now is “Hunter,” Now is “Liu Mengmei:” The Pedagogy of Performing Unfamiliar Roles and Negotiating Audience Expectations. 2019. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1563515608405896.

    MLA Style (8th edition)

  • Klie, Hunter. "Now is “Hunter,” Now is “Liu Mengmei:” The Pedagogy of Performing Unfamiliar Roles and Negotiating Audience Expectations." Master's thesis, Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563515608405896

    Chicago Manual of Style (17th edition)

osu1563515608405896
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This open access ETD is published by The Ohio State University and OhioLINK.