Shades and Blinds
"I feel the need, for the sake of my sanity, to begin this very personal memoir immediately - before the future becomes the present and the present becomes the past. Even the recent past is a fragile entity, more than a little at the mercy of memory." Danny Devereux is a shy and introverted cabaret performer with an astounding talent for mimicry, a raucous and controlling alter-ego named Stella and a preoccupation with curtains. He has been working the London circuit for years when he unwittingly acquires the ultra-ambitious Veronica 'Roni' Bedford as his manager then wife. Her relentless drive propels him to stellar heights of television success. One television series leads to another, but all is not harmonious in this celebrity household, even before a major scandal hits the headlines. In self-induced exile in a luxurious Thames-side apartment, Danny looks back on the power games involved in his reluctant but meteoric rise to fame and spectacular fall from grace as he engineers a plan to vindicate himself. Will he succeed in his attempt to make appearance triumph over reality?
Believing that transformation is possible and that it must come from within, Clar Doyle illustrates the vital connection between drama and critical pedagogy. Presuming that a practice informed by the theory of critical pedagogy is essential to achieve an emancipatory education, Doyle shows how well drama and aesthetic education can encourage a pedagogy that is critical. He explores the real as well as the perceived values and understandings given to the aesthetic in school settings, how tastes and awareness are produced and how students' backgrounds inform the way in which art and drama are experienced. Furthermore, Doyle shows the ways in which the dominant cultural agencies rob both teachers and students of creativity through their reproductive policies. The book explores such critical questions as: the nature of culture; the historical place of drama within education; and the debate between drama and theatre as it applies to schooling. With a critical perspective, he reviews the current status of drama education and suggests ways in which educators can redefine their mission and refine their practice. By examining the influence of the culture industry and the issues surrounding style choices, Doyle highlights the challenge that teachers must meet in order to use performance skills to tease out attitudes and understandings. He concludes by showing how drama can help students, not only to bring about change in their own lives, but to effect change in the world around them.
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