Retelling performances, collecting things, reading traces, mapping memories, gaming autobiographies: in European and Anglo-American theater since the turn of the millennium, a range of new nonliterary narrative practices such as these have taken root. Unable to be subsumed under a well-established narratological, dramatic, or postdramatic perspective, they call for a reexamination of the relationship between performance and narration. Performing Stories seeks to reconceptualize narrative against the backdrop of innovative theater formats such as collective storytelling games, theater installations, extensive autobiographical performances, immersive role-playing, and audio-video walks. Nina Tecklenburg's focus lies on narration less as literary composition than as sensate, embodied cultural practice--a participatory and open process that fosters social relationships. She gives central importance to the forces of narration that create and undo culture and politics. A foundational new book, Performing Stories presents a groundbreaking transdisciplinary perspective through new approaches that are stimulating to performance studies, narrative and cultural theory, literary criticism, and game and video studies.

With its first public live performance in Paris on 11 February 1896, Oscar Wilde's Salomé took on female embodied form that signalled the start of 'her' phenomenal journey through the history of the arts in the twentieth century. This volume explores Salome's appropriation and reincarnation across the arts - not just Wilde's heroine, nor Richard Strauss's - but Salome as a cultural icon in fin-de-siècle society, whose appeal for ever new interpretations of the biblical story still endures today. Using Salome as a common starting point, each chapter suggests new ways in which performing bodies reveal alternative stories, narratives and perspectives and offer a range and breadth of source material and theoretical approaches. The first chapter draws on the field of comparative literature to investigate the inter-artistic interpretations of Salome in a period that straddles the end of the nineteenth century and the beginning of the Modernist era. This chapter sets the tone for the rest of the volume, which develops specific case studies dealing with censorship, reception, authorial reputation, appropriation, embodiment and performance. As well as the Viennese premiere of Wilde's play, embodied performances of Salome from the period before the First World War are considered, offering insight into the role and agency of performers in the production and complex negotiation of meaning inherent in the role of Salome. By examining important productions of Strauss's Salome since 1945, and more recent film interpretations of Wilde's play, the last chapters explore performance as a cultural practice that reinscribes and continuously reinvents the ideas, icons, symbols and gestures that shape both the performance itself, its reception and its cultural meaning.

This book offers pre-school teachers, kindergarten teachers, daycare workers, and parents ways to help young children begin to read and write, by placing stories at the very center of the early childhood curriculum. The book includes an in-depth discussion of the crucial pedagogical and developmental roles that stories can play in early childhood education, as well as a practical guide to having children tell their own stories and perform them with their classmates. The book also discusses the use of videos, and the uses and misuses of Whole Language, invented spelling, and the writing process. Chapters in the book are: (1) Stories in Search of Classrooms; (2) Lessons from Home; (3) What I Had to Learn about Stories in Classrooms; (4) When Young Children Dictate and Dramatize Their Own Stories; (5) Portraits of Young Storytellers; and (6) A Guide to Storytelling in the Classroom. Appendixes present sample stories dictated to teachers, sample transcripts of dictation, a list of books and stories children like to dramatize, and brief descriptions of related classroom literacy activities. (RS)

What's Your Story?" Using stories to ignite performance and be more successful is a leaders book. This book is written for people who want to make a difference; people who want to build, create, learn, share, and inspire; people who want to give themselves and others the powerful gift of story. "What's Your Story?" helps leaders enhance their performance by looking at their everyday communications differently. By learning how to use the right stories at the right time - success and failure stories - Craig will show you how to create strong connections with people and with the organization's strategy to enhance your performance.

A collection of young adult stories done as plays, including "The Secret Garden, " "The Legend of Sleepy Hollow, " and "Brian's Song."

Performing Archives/Archives of Performance contributes to the ongoing critical discussions of performance and its disappearance, of the ephemeral and its reproduction, of archives and mediatized recordings of liveness. The many contributions by excellent scholars and artists from a broad range of interdisciplinary fields as well as from various locations in research geographies demonstrate that despite the extensive discourse on the relationship between performance and the archive, inquiry into the productive tensions between ephemerality and permanence is by no means outdated or exhausted. New ways of understanding archives, history, and memory emerge and address theories of enactment and intervention, while concepts of performance constantly proliferate and enable a critical focus on archival residue. The contributions in Performing Archives/Archives of Performance cover philosophical inquiries as well as discussions of specific art works, performances, and archives.

Contributions by: Heike Roms, Amelia Jones, Julie Louise Bacon, Peter van der Meijden, Emma Willis, Rivka Syd Eisner, Rachel Fensham, Sarah Whatley, Tracy C. Davis, Barnaby King, Laura Luise Schultz, Malene Vest Hansen, Mette Sandbye, Bodil Marie Stavning Thomsen, Margeritha Sprio, Annelis Kuhlmann, Morten Søndergaard, Martha Wilson, Catherine Bagnall, Paul Clarke, Solveig Gade, Gunhild Borggreen, Rune Gade, Louise Wolthers, Mathias Danbolt, Marco Pustianaz.

Gunhild Borggreen is Associate Professor at the Department of Arts and Cultural Studies at the University of Copenhagen.

Rune Gade is Associate Professor at the Department of Arts and Cultural Studies at the University of Copenhagen.

WHAT IS THE STORY GRID? The Story Grid is a tool developed by editor Shawn Coyne to analyze stories and provide helpful editorial comments. It's like a CT Scan that takes a photo of the global story and tells the editor or writer what is working, what is not, and what must be done to make what works better and fix what's not. The Story Grid breaks down the component parts of stories to identify the problems. And finding the problems in a story is almost as difficult as the writing of the story itself (maybe even more difficult). The Story Grid is a tool with many applications: 1. It will tell a writer if a Story ?works? or ?doesn't work. 2. It pinpoints story problems but does not emotionally abuse the writer, revealing exactly where a Story (not the person creating the Story'the Story) has failed. 3. It will tell the writer the specific work necessary to fix that Story's problems. 4. It is a tool to re-envision and resuscitate a seemingly irredeemable pile of paper stuck in an attic drawer. 5. It is a tool that can inspire an original creation.