Voices in the new Globe

Les acteurs qui ont joué au nouveau théâtre du Globe présentent le théâtre comme étant essentiellement un espace d’écoute. Sans jeux de lumière pour canaliser l’attention des spectateurs, sans décor élaboré pour créer une atmosphère et un lieu précis, sans proscenium pour cadrer l’image bi-dimensionnelle de la scène vue d’une salle plongée dans l’obscurité, la pièce se voit réduite à l’essentiel : les mots. Comment les acteurs ont-ils réagi devant les contraintes physiques et la liberté tout à la fois d’un théâtre à ciel ouvert, fait de chêne encore vert assemblé par des chevilles de bois, ceignant l’espace scénique où il revient avant tout à la voix de créer la réalité dramatique.Actors who have played the new Globe in its first seasons talk of the theatre as pre-eminently a listening space. With no controlled lighting to tell the playgoers what to look at and when, with no elaborate set design to establish mood and place, and with no proscenium arch to frame what is happening on stage into a two-dimensional image to be viewed from a darkened auditorium, the play is forced back onto essentials : the words. How have actors responded to the challenges of the physical constraints and freedoms of a theatre that is made of unseasoned oak, held up by wooden pegs, is open to the skies, and encircles the stage platform where the voice, above all else on the stage, must create the play’s reality

Shakespeare's theory of drama

Why did shakespeare write drama ? did he have specific and significant reasons for his choice of this art form? did he have clearly defined aesthetic aims in what he wanted drama to do - and why

Privatisation and decentralisation of schooling in Malawi: default or design?

This paper explores progress in designing and implementing privatisation and decentralisation reforms in the education sector, which have become increasingly advocated by international agencies over the past two decades. Privatisation can be considered one of the organisational forms of decentralisation – indicating a transfer of authority and responsibility from government to private hands. However, in national policy, the reforms are often considered independently of each other. Importantly, evidence from Malawi indicates that there are differences in implementation of the reforms. Decentralisation is taking place by design, but progressing slowly as the central government seeks to maintain control over the education sector. By contrast, private schools have been rapidly expanding by default in some areas of Malawi, paradoxically resulting in a shift in control away from the central government, with potential adverse consequences for educational quality