相同的动画

Q1 Arts and Humanities
Florian Fuchs
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引用次数: 0

摘要

众所周知,贝尔托尔特·布莱希特的Lehrstücke或“学习戏剧”旨在在观众面前指导演员。为了实现这一点,演员需要掌握凝视的特殊张力:他们不仅需要吸收观众对他们的凝视,还需要控制那些他们自己可能会回到观众身边的凝视,如果被吸收的凝视充满了情感,那就更是如此。这种紧张的眼神是布莱希特对所有戏剧惯例的挑衅。狄德罗将传统的戏剧舞台定义为以“演员悖论”为中心,即演员必须诱导观众的情绪和反应,同时抑制戏剧中的任何凝视或情感表现。布莱希特的回眸打破了这位演员的“第四堵墙”,并利用了狄德罗前提的倒置。社会科学将这种倒置称为“观察者悖论”,根据这种悖论,观察者的凝视可能会影响被观察者的行为。布莱希特的创新是在他的《Lehrstücke》中把观察者悖论作为一种激励结构来实现。尽管在布莱希特之前,剧院里还没有这种回望的形象,但有一种值得注意的古老表演艺术形式,第四堵墙必须在宪法上缺席:杂技演员、小丑和其他临时表演,在街道、建筑入口和其他临时空间直接与观众互动。回望往往会引发这样的表演,正是这种回望的构成,在布莱希特学习戏剧中创造了观众和舞台之间的特殊张力和吸引力。布莱希特坚持认为,演员表演的指导性特征决不能被打断,即使这意味着旁观者的目光在接受指导时不会被打断。因此,戏剧舞台的第四面墙并没有完全消失,而是被建造起来的
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The animation of sameness
It is well known that Bertolt Brecht’s Lehrstücke or “learning plays” were meant to instruct the actors before the eyes of the audience. To achieve this, the actors need to master a particular tension of gazes: they not only need to absorb those gazes directed at them from the audience but also control those that they themselves may return to the audience, all the more if the absorbed gazes are underlaid with affect. This tense thicket of charged glances is Brecht’s provocation of all theatrical conventions. Diderot had defined conventional theater staging as centered on the “actor’s paradox,” which dictates that the actor must induce the audience’s emotions and reactions while suppressing any gazes or displays of affect during the play. Brecht’s returned gaze takes down this “inner fourth wall” of the actor and makes use of an inversion of Diderot’s premise. The social sciences know this inversion as the “observer’s paradox,” according to which the mere presence of the observer’s gaze may influence the observed in their actions. It was Brecht’s innovation to implement the observer’s paradox as a motivating structure at the ground of his Lehrstücke. While this figuration of returned gazes was absent from theater before Brecht, there is, however, one notable older form of the performing arts in which the fourth wall had to be constitutively absent: performances by acrobats, clowns, and other makeshift acts that directly engage with the viewer in streets, building entrances, and other provisional spaces. The returned gaze often initiates such performances, and it is this very constitution of the returned gaze that creates the particular tension and attraction between audience and stage in the Brechtian learning play. Brecht insisted that the instructional character of the actors’ performances must not be interrupted, even if this means that the gaze of the onlookers shall be left unanswered as they are instructed. The fourth wall of the theatrical stage, therefore, does not completely disappear but is made
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来源期刊
Res: Anthropology and Aesthetics
Res: Anthropology and Aesthetics Arts and Humanities-Visual Arts and Performing Arts
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期刊介绍: Res is a journal of anthropology and comparative aesthetics dedicated to the study of the object, in particular cult and belief objects and objects of art. The journal brings together, in an anthropological perspective, contributions by philosophers, art historians, archaeologists, critics, linguists, architects, artists, and others. Its field of inquiry is open to all cultures, regions, and historical periods. Res also seeks to make available textual and iconographic documents of importance for the history and theory of the arts.
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