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• W333878024 abstract "Performance and Cognitive Literary Studies: Theory and Practice Review of Performance and Cognition: Theatre Studies and the Cognitive Turn. Edited by Brace McConachie and F. Elizabeth Hart London, Routledge, 2007. The recognition that all brain processes are bodily processes, and thus that cognition is an embodied condition rather than an abstract idea is central to the recent florescence of the interdisciplinary field of cognitive sciences. Brains are body, and it would seem obvious then, that cognitive literary studies would have a lot to learn from studying the performance of plays, the one genre in which audiences watch actual bodies (rather than inky representations of them) move and talk. Furthermore, as the study of cognition has moved forward, it has become clear that embodiment is a version of materialism. The sheer stuff of plays, thus - the costumes, stages, sets, and props - should beckon cognitive literary scholars who have, however, until now, concentrated for the most part the processing of play texts by readers rather than the cognitive work of live performers and live audiences.1 F. Elizabeth Hart and Bruce McConachie's anthology, thus, is a most welcome contribution. It is perhaps the essays they place in the latter half of the book-those by Lutterbie, Blair, and Swettenham acting and spectatorship that expand most suggestively into new territory. Just before that, in a section called Drama and Cognition, the arguments of Zunshine and Rokotnitz also depend what happens in stage performance: both authors support their arguments with discussions of the interactivity of theatrical productions and their audiences, emphasizing the problems and opportunities that arise in live theatrical situations. The main concerns of the three essays that open the book, however, are theoretical. Although their examples are performances (Hart writes about the chorus in Shakespeare's Henry V and After Mrs. Rochester, and McConachie about wench acts in antebellum minstrelsy and Nellhous understands the architectural shapes of theaters to have communicative significance), their claims do not draw their main strength from the authors' own work in theaters. The combination of theory and exemplification offered in Performance and Cognition is natural at this early stage in an emerging field. Those who have been working with the powerful theoretical models that have dominated literary scholarship in the last half century naturally make theoretical demands that have to be answered, though they have less personal experience with the theater itself. Those who have been working hands on for years have naturally been less interested in academic theory than in how to best use the standard 3 week rehearsal time to get the actors working together successfully (for example). This collection, thus, begins where it must, binding between two covers the reflections of producers and directors with performance theorists for mutual benefit, and benefit there indeed is. As the editors suggest in their title and explain their Introduction, their aim in collecting these essays is to turn or adjust some of our familiar approaches to theater and to play texts so that they align with the growing body of hypotheses and empirical research accumulating under the name of cognitive science. Earlier cognitive literary studies2 have already suggested ways in which recently formulated insights into cognition can enrich, rather than disqualify, earlier ways of studying texts, and this work confirms the value of that enterprise. Full theoretical conciliance, however, isn't in the cards. Because literary criticism and scholarship focus at least half their attention what makes individual authors and texts different, although they also study the commonalities among texts of the same historical period or genre, the scientific interest in the production of highly generalized descriptive rules can never underpin the whole of the academic literary enterprise. …" @default.
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• W333878024 date "2007-12-01" @default.
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• W333878024 title "Performance and Cognitive Literary Studies: Theory and Practice" @default.
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