The Floating Island Plays

Includes The Modern Ladies of Guanabacoa, Fabiola, In the Eye of the Hurricane and Broken Eggs.

First published in 1990. Although one of Jules Verne's lesser known novels, as part of his 'Extraordinary Voyages' collection, there is still much to enjoy about 'The Floating Island'*. Written in 1895 towards the end of his career this is an adventure novel with elements of sci-fi. A French string quartet traveling from San Francisco to their next engagement in San Diego, is diverted to Standard Island. Standard Island is an immense man-made island designed to travel the waters of the Pacific Ocean. The wealth of residents of the island can only be measured in millions. The quartet is hired to play a number of concerts for the residents during their tour of the islands (Sandwich, Cook, Society, etc.) of the South Pacific. The island seems an idyllic paradise; however, it is an island divided in two. The left half's population is led by Jem Tankerdon and is known as the Larboardites. The right half's population is led by Nat Coverley and is known as the Starboardites. Despite the obstacles encountered on their journey, the two parties have a disagreement that threatens the future of the island itself.

Referencing early modern English play texts alongside contemporary records, accounts and statutes, this study offers an overdue assessment of the relationship between the dramatic efforts of the universities and early modern male identity. Taking into account the near single-sex constitution of early modern universities, the book argues that performances of university plays, and student responses to them, were key ways of exploring and shaping early modern masculinity. Christopher Marlow shows how the plays dealt with their academic and social contexts, and analyses their responses to competing versions of masculinity. He also considers the implications of university authority and royal patronage for scholarly performances of masculinity; the effect of the literary traditions of classical friendship and platonic love on academic representations of male behaviour; and the relationship between university drama and masculine initiation rituals. Including discussion of the Parnassus trilogy, Club Law and works by Thomas Randolph, William Cartwright, John Milton and others, this study shines new light on long neglected aspects of the golden age of English drama.

The dramatic trilogy has been flourishing for some time now in new works and revivals of older works by American, British, and European playwrights. This book analyzes recent American works by Caucasian, African American, Asian American, and Hispanic American men and women. There are five chapters beginning with Opposing Families (trilogies of, e.g., Lanford Wilson, Foote, Machado, and McCraney are examined). Carson, Rabe, and McLaughlin are among those in the Classical Reimaginings chapter while Coen, Berc, and Wolfe constitute the Medieval Reimaginings chapter. Van Itallie, Havis, Rapp, and Hwang, among others, create New Forms. LaBute, Fierstein, and Nelson, among others, create New Selves. The concluding chapter is devoted to Ruhl's Passion Play, which spans 400 years of theatre-creating from Elizabethan England to Hitler's Germany to the Reagan era in America.

Recent works from the Cuban American playwright.

This is the first history of Oxford and Cambridge drama during the Tudor and Stuart period. It guides the reader through the theatrical worlds of Englands universities in the sixteenth and seventeenth centuries. Early Modern Drama at the Universities opens up an exciting and challenging body of evidence and offers the reader a choice of three inroads into the corpus: institutions, intertexts, and individuals. How to get noticed at university? How to get into university in the first place, or a job afterwards? Sandis pinpoints the skills that were required for success and the role of playwriting and performance in the development of those skills. We follow Oxford and Cambridge students along their educational journeyfrom schoolboys to scholars to graduates in the workplace. For the first time, we see the extent to which institutional culture made the drama what it was: pedagogically-inspired, homosocial, and self-reflexive. It was primarily on a college level that students lived, worked, and proved themselves to the community. Therefore, this study argues, to understand university drama as a whole we must recreate it from the building blocks of individual college histories. The hundreds of plays that we have inherited from Oxford and Cambridge are steeped in Classical culture; many are written in Latin. Manuscript, not print, was the accepted medium for keeping records of student plays, and these handwritten copies were unique and personal. It is time to recognize these plays in the context of early modern English drama, to uncover the culture of drama at the universities where many leading playwrights of the age were trained.