English Renaissance Scenes

This book throws new light on the complexity and variety of practices which may be defined as 'theatrical' in a broad sense in sixteenth- and seventeenth-century English drama. The volume deals first with the mainstream of dramatic production, starting from the anti-theatrical debate which characterized the whole period and increased in intensity as it went on. Here Shakespeare and Ben Jonson come on stage with their rejoinders to this issue. At the same time, while the universities were offering a kind of theatre workshop importing Latin and Italian models, popular performances were being staged in non-theatrical spaces. Tournaments, and their aristocratic codes, are explored as well as more popular and 'marginal' spectacles - such as those of conny-catching improvisers, jugglers, gypsy dancers and fortune-tellers, clowns and prophetesses.

The fifteenth-century discovery of Plautus’s lost comedies brought him, for the first time since antiquity, the status of a major author both on stage and page. It also led to a reinvention of comedy and to new thinking about its art and potential. This book aims to define the unique contribution of Plautus, detached from his fellow Roman dramatist Terence, and seen in the context of that European revival, first as it took shape on the Continent. The heart of the book, with special focus on English comedy ca. 1560 to 1640, analyzes elements of Plautine technique during the period, as differentiated from native and Terentian, considering such points of comparison as dialogue, asides, metadrama, observation scenes, characterization, and atmosphere. This is the first book to cover this ground, raising such questions as: How did comedy rather suddenly progress from the interludes and brief plays of the early sixteenth century to longer, more complex plays? What did “Plautus” mean to playwrights and readers of the time? Plays by Shakespeare, Jonson, and Middleton are foregrounded, but many other comedies provide illustration and support.

Introduces the conclusions of recent scholarship and research into theatrical conditions, conventions and concepts in the time of Shakespeare. The book begins with a discussion of the origins of early modern English drama and of the theatres that were built for it. Attitudes to theatre and to players, and what audiences expected of both, are explored in the contexts of the constraints of the acting space and the political culture. The book then looks at the structure and dynamics of the theatrical companies before concluding with a discussion of the genres of plays and the expectations of them that people (including writers) held. Appendices list brief details of the major dramatists of the time, and summarise the main historical and dramatic events.

Drawing on entirely new evidence, The English Renaissance Stage: Geometry, Poetics, and the Practical Spatial Arts 1580-1630 examines the history of English dramatic form and its relationship to the mathematics, technology, and early scientific thought during the Renaissance period. The book demonstrates how practical modes of thinking that were typical of the sixteenth century resulted in new genres of plays and a new vocabulary for problems of poetic representation. In the epistemological moment the book recovers, we find new ideas about form and language that would become central to Renaissance literary discourse; in this same moment, too, we find new ways of thinking about the relationship between theory and practice that are typical of modernity, new attitudes towards spatial representation, and a new interest in both poetics and mathematics as distinctive ways of producing knowledge about the world. By emphasizing the importance of theatrical performance, the book engages with continuing debates over the cultural function of the early modern stage and with scholarship on the status of modern authorship. When we consider playwrights in relation to the theatre rather than the printed book, they appear less as 'authors' than as figures whose social position and epistemological presuppositions were very similar to the craftsmen, surveyors, and engineers who began to flourish during the sixteenth century and whose mathematical knowledge made them increasingly sought after by men of wealth and power.

We take it for granted today that the study of poetry belongs in school—but in sixteenth-century England, making Ovid or Virgil into pillars of the curriculum was a revolution. Scenes of Instruction in Renaissance Romance explores how poets reacted to the new authority of humanist pedagogy, and how they transformed a genre to express their most radical doubts. Jeff Dolven investigates what it meant for a book to teach as he traces the rivalry between poet and schoolmaster in the works of John Lyly, Philip Sydney, Edmund Spenser, and John Milton. Drawing deeply on the era’s pedagogical literature, Dolven explores the links between humanist strategies of instruction and romance narrative, rethinking such concepts as experience, sententiousness, example, method, punishment, lessons, and endings. In scrutinizing this pivotal moment in the ancient, intimate contest between art and education, Scenes of Instruction in Renaissance Romance offers a new view of one of the most unconsidered—yet fundamental—problems in literary criticism: poetry’s power to please and instruct.

This handbook of English Renaissance literature serves as a reference for both students and scholars, introducing recent debates and developments in early modern studies. Using new theoretical perspectives and methodological tools, the volume offers exemplary close readings of canonical and less well-known texts from all significant genres between c. 1480 and 1660. Its systematic chapters address questions about editing Renaissance texts, the role of translation, theatre and drama, life-writing, science, travel and migration, and women as writers, readers and patrons. The book will be of particular interest to those wishing to expand their knowledge of the early modern period beyond Shakespeare.

This book offers a survey of how female and male characters in English Renaissance theatre participated and interacted in musical activities, both inside and outside the contemporary societal decorum. Wong’s analysis broadens our understanding of the general theatrical representation of music, or musical dramaturgy, and complicates the current discussion of musical portrayal and construction of gender during this period. Wong discusses dramaturgical meanings of music and its association with gender, love, and erotomania in Renaissance plays. The negotiation between the dichotomous qualities of the heavenly and the demonic finds extensive application in recent studies of music in early modern English plays. However, while ideological dualities identified in music in traditional Renaissance thinking may seem unequivocal, various musical representations of characters and situations in early modern drama would prove otherwise. Wong, building upon the conventional model of binarism, explores how playwrights created their musical characters and scenarios according to the received cultural use and perception of music, and, at the same time, experimented with the multivalent meanings and significance embodied in theatrical music.