Local Acts

Author: Jan Cohen-Cruz
Publisher: Rutgers University Press
ISBN: 9780813535500
Size: 32.20 MB
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The author surveys community-based performance in the US from its roots to present-day popular culture. She describes performances and processes, and shows how ritualism reinforces community identification while aestheticism enables locals to transgress cultural norms.

Art In The Lives Of Immigrant Communities In The United States

Author: Paul DiMaggio
Publisher: Rutgers University Press
ISBN: 0813550416
Size: 44.38 MB
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Art in the Lives of Immigrant Communities in the United States is the first book to provide a comprehensive and lively analysis of the contributions of artists from America's newest immigrant communities--Africa, the Middle East, China, India, Southeast Asia, Central America, and Mexico. Adding significantly to our understanding of both the arts and immigration, multidisciplinary scholars explore tensions that artists face in forging careers in a new world and navigating between their home communities and the larger society. They address the art forms that these modern settlers bring with them; show how poets, musicians, playwrights, and visual artists adapt traditional forms to new environments; and consider the ways in which the communities' young people integrate their own traditions and concerns into contemporary expression.

Who Owns Culture

Author: Susan Scafidi
Publisher: Rutgers University Press
ISBN: 9780813536064
Size: 56.98 MB
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Americans are cultural copycats. White suburban youths perform rap music, New York fashion designers ransack the world's closets for inspiration, and Euro-American authors adopt the voice of a geisha or shaman. The ownership of these art forms, however, remains contested. Do they belong to the community that originally generated them, or to the culture that has absorbed them? While claims of authenticity or quality may prompt some consumers to seek cultural products at their source, the communities of origin are generally unable to exclude copyists through legal action. Like other works of unincorporated group authorship, cultural products lack protection under our system of intellectual property law. But is this legal vacuum an injustice, the lifeblood of American culture, a historical oversight, a result of administrative incapacity, or all of the above? Who Owns Culture? offers the first comprehensive analysis of cultural authorship and appropriation within American law. From indigenous art to Linux, Susan Scafidi takes the reader on a tour of the no-man's-land between law and culture, pausing to ask: What prompts us to offer legal protection to works of literature, but not folklore? What does it mean for a creation to belong to a community, especially a diffuse or fractured one? Can we strike a balance between affiliative ownership and a creative commons? And is our national culture the product of Yankee ingenuity or cultural kleptomania? Providing new insights to communal authorship, cultural appropriation, intellectual property law, and the formation of American culture, this innovative and accessible guide greatly enriches future legal understanding of cultural production.

Engaging Performance

Author: Jan Cohen-Cruz
Publisher: Routledge
ISBN: 1136943072
Size: 69.97 MB
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Engaging Performance: Theatre as Call and Response presents a combined analysis and workbook to examine "socially engaged performance." It offers a range of key practical approaches, exercises, and principles for using performance to engage in a variety of social and artistic projects. Author Jan Cohen-Cruz draws on a career of groundbreaking research and work within the fields of political, applied, and community theatre to explore the impact of how differing genres of theatre respond to social "calls." Areas highlighted include: playwrighting and the engaged artist theatre of the oppressed performance as testimonial the place of engaged art in cultural organizing the use of local resources in engaged art revitalizing cities and neighborhoods through engaged performance training of the engaged artist. Cohen-Cruz also draws on the work of major theoreticians, including Bertolt Brecht, Augusto Boal, and Doreen Massey, as well as analyzing in-depth case studies of the work of US practitioners today to illustrate engaged performance in action. Jan Cohen-Cruz is director of Imagining America: Artists and Scholars in Public Life. She is the author of Local Acts: Community-based Performance in the US; the editor of Radical Street Performance; co-editor, with Mady Schutzman, of Playing Boal: Theatre, Therapy, Activism and A Boal Companion; and a University Professor at Syracuse University.

Understanding The Arts And Creative Sector In The United States

Author: Joni Maya Cherbo
Publisher: Rutgers Univ Pr
ISBN:
Size: 35.86 MB
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The arts and creative sector is one of the nation's broadest, most important, and least understood social and economic assets, encompassing both nonprofit arts and cultural organizations, for-profit creative companies, and community-based artistic activities. The thirteen essays in this timely book demonstrate why interest in the arts and creative sector has accelerated in recent years, and the myriad ways that the arts are crucial to the social and national agenda and the critical issues and policies that relate to their practice.

Rutgers Since 1945

Author: Paul G. E. Clemens
Publisher: Rutgers University Press
ISBN: 081357384X
Size: 50.94 MB
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In the 1940s, Rutgers was a small liberal arts college for men. Today, it is a major public research university, a member of the Big Ten and of the prestigious Association of American Universities. In Rutgers since 1945, historian Paul G. E. Clemens chronicles this remarkable transition, with emphasis on the eras from the cold war, to the student protests of the 1960s and 1970s, to the growth of political identity on campus, and to the increasing commitment to big-time athletics, all just a few of the innumerable newsworthy elements that have driven Rutgers’s evolution. After exploring major events in Rutgers’s history from World War II to the present, Clemens moves to specific themes, including athletics, popular culture, student life, and campus dissent. Other chapters provide snapshots of campus life and activism, the school’s growing strength as a research institution, the impact of Title IX on opportunities for women student athletes, and the school’s public presence as reflected in its longstanding institutions. Rutgers since 1945 also features an illustrated architectural analysis, written by art historian Carla Yanni, of residence halls, which house more students than at any other college in the nation. Throughout the volume, Clemens aims to be balanced, but he does not shy away from mentioning the many conflicts, crises, and tensions that have shaped the university. While the book focuses largely on the New Brunswick campus, attention is paid to the Camden and Newark campuses as well. Frequently broadening the lens, Clemens contextualizes the events at Rutgers in relation to American higher education overall, explaining which developments are unique and which are part of larger trends. In celebration of the university’s 250th anniversary, Rutgers since 1945 tells the story of the contemporary changes that have shaped one of the most ethnically diverse universities in the country. Table of Contents 1 Becoming a State University: The Presidencies of Robert Clothier, Lewis Webster Jones, and Mason Gross2 Rutgers Becomes a Research University: The Presidency of Edward J. Bloustein3 Negotiating Excellence: The Presidencies of Francis L. Lawrence and Richard L. McCormick4 Student Life5 Residence Hall Architecture at Rutgers: Quadrangles, High-Rises, and the Changing Shape of Student Life, by Carla Yanni6 Student Protest7 Research at Rutgers8 A Place Called Rutgers: Glee Club, Student Newspaper, Libraries, University Press, Art Galleries9 Women’s Basketball10 Athletic Policy11 Epilogue

Performing Communities

Author: Robert H. Leonard
Publisher: New Village Press
ISBN: 0976605449
Size: 24.23 MB
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Performing Communities is an inquiry into ensemble theater of inner-city Los Angeles, small-town northern California, African-American South, multicultural southern Texas, low-income central Appalachia, economically struggling South Bronx New York and cross-continental Native America. This compendium of critical writing about the role these theaters play in building community shows how these artist groups are not only affected by but forged by working in and with their communities over time. Grassroot ensemble theater is discovered to be neither alternative nor marginalized, but vanguard, a natural evolution of the movement that propelled regional theater "away from the commercial restraints of New York and toward a theater expressive of the rich diversity of American culture." Robert H. Leonard is Professor of Theatre Arts at Virginia Tech and former artistic director of the Road Company, an acclaimed ensemble theater that produced two dozen original plays reflecting the issues of Central Appalachia. Ann Kilkelly is Professor of Theater Arts and Women's Studies at Virginia Tech and a nationally recognized scholar and performer who created the Diversity Training Laboratory that uses performance techniques to examine diversity issues. Linda Frye Burnham is co-director of Art in the Public Interest and the Community Arts Network. She founded High Performance magazine and is editor, with Steven Durland, of The Citizen Artist: 20 Years of Art in the Public Arena. Jan Cohen-Cruz is Director of Theatre Studies in the NYU Tisch School of the Arts. She is author of Local Acts: Community-based Performance In The United States (Rutgers University Press 2005).

Learning The Hard Way

Author: Edward W. Morris
Publisher: Rutgers University Press
ISBN: 0813553709
Size: 46.67 MB
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An avalanche of recent newspapers, weekly newsmagazines, scholarly journals, and academic books has helped to spark a heated debate by publishing warnings of a “boy crisis” in which male students at all academic levels have begun falling behind their female peers. In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools—one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially “smart”? Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the “gender gap” in achievement.