To early modern audiences, the 'clown' was much more than a minor play character. A celebrity performer, he was a one-man sideshow whose interactive entertainments - face-pulling, farce interludes, jigs, rhyming contests with the crowd - were the main event. Clowning epitomized a theatre that was heterogeneous, improvised, participatory, and irreducible to dramatic texts. How, then, did those texts emerge? Why did playgoers buy books that deleted not only the clown, but them as well? Challenging the narrative that clowns were 'banished' by playwrights like Shakespeare and Jonson, Richard Preiss argues that clowns such as Richard Tarlton, Will Kemp, and Robert Armin actually made playwrights possible - bridging, through the publication of their routines, the experience of 'live' and scripted performance. Clowning and Authorship tells the story of how, as the clown's presence decayed into print, he bequeathed the new categories around which theatre would organize: the author, and the
What did childhood mean in early modern England? To answer this question, this book examines two key contemporary institutions: the school and the stage. The rise of grammar schools and universities, and of the professional stage featuring boy actors, reflect the culture's massive investment in children. In this collection, an international group of well-respected scholars examines how the representation of children by major playwrights and poets reflected the period's educational and cultural values. This book contains chapters that range from Shakespeare and Ben Jonson to the contemporary plays of Tom Stoppard, and that explore childhood in relation to classical humanism, medicine, art, and psychology, revealing how early modern performance and educational practices produced attitudes to childhood that still resonate to this day.
To early modern audiences, the 'clown' was much more than a minor play character. A celebrity performer, he was a one-man sideshow whose interactive entertainments - face-pulling, farce interludes, jigs, rhyming contests with the crowd - were the main event. Clowning epitomized a theatre that was heterogeneous, improvised, participatory, and irreducible to dramatic texts. How, then, did those texts emerge? Why did playgoers buy books that deleted not only the clown, but them as well? Challenging the narrative that clowns were 'banished' by playwrights like Shakespeare and Jonson, Richard Preiss argues that clowns such as Richard Tarlton, Will Kemp, and Robert Armin actually made playwrights possible - bridging, through the publication of their routines, the experience of 'live' and scripted performance. Clowning and Authorship tells the story of how, as the clown's presence decayed into print, he bequeathed the new categories around which theatre would organize: the author, and the
What did childhood mean in early modern England? To answer this question, this book examines two key contemporary institutions: the school and the stage. The rise of grammar schools and universities, and of the professional stage featuring boy actors, reflect the culture's massive investment in children. In this collection, an international group of well-respected scholars examines how the representation of children by major playwrights and poets reflected the period's educational and cultural values. This book contains chapters that range from Shakespeare and Ben Jonson to the contemporary plays of Tom Stoppard, and that explore childhood in relation to classical humanism, medicine, art, and psychology, revealing how early modern performance and educational practices produced attitudes to childhood that still resonate to this day.
