Outlining different perspectives, this classic and field-defining text introduces 'dramaturgy' as a critical concept and a practical process in an accessible and engaging style. The revised edition includes a new introduction and afterword which provides insight into contemporary developments and future directions of scholarship.

This is a concise survey of new play projects that bring together the worlds of science and performance, and the benefits that dramaturgical praxis can bring to both disciplines. Three approaches common to both performance and science – collaboration, experimentation, and interpretation – are reflected in a series of case studies that demonstrate the ways in which dramaturgical tools can inform the wider public about scientific knowledge and practice, provide a truly reciprocal model of co-operation in collaboration that happens early on in the research process, and inspire the creation of new dramatic forms that enact, rather than translate, the dynamics of scientific research. Part of the Routledge Focus on Dramaturgy series, this is a vital account of collaborative work for scholars and practitioners of theatre and performance, as well as readers across the sciences.

Dramaturgy, in its many forms, is a fundamental and indispensable element of contemporary theatre. In its earliest definition, the word itself means a comprehensive theory of "play making." Although it initially grew out of theatre, contemporary dramaturgy has made enormous advances in recent years, and it now permeates all kinds of narrative forms and structures: from opera to performance art; from dance and multimedia to filmmaking and robotics. In our global, mediated context of multinational group collaborations that dissolve traditional divisions of roles as well as unbend previously intransigent rules of time and space, the dramaturg is also the ultimate globalist: intercultural mediator, information and research manager, media content analyst, interdisciplinary negotiator, social media strategist. This collection focuses on contemporary dramaturgical practice, bringing together contributions not only from academics but also from prominent working dramaturgs. The inclusion of both means a strong level of engagement with current issues in dramaturgy, from the impact of social media to the ongoing centrality of interdisciplinary and intermedial processes. The contributions survey the field through eight main lenses: world dramaturgy and global perspective dramaturgy as function, verb and skill dramaturgical leadership and season planning production dramaturgy in translation adaptation and new play development interdisciplinary dramaturgy play analysis in postdramatic and new media dramaturgy social media and audience outreach. Magda Romanska is Visiting Associate Professor of Slavic Languages and Literatures at Harvard University, Associate Professor of Theatre and Dramaturgy at Emerson College, and Dramaturg for Boston Lyric Opera. Her books include The Post-Traumatic Theatre of Grotowski and Kantor (2012), Boguslaw Schaeffer: An Anthology (2012), and Comedy: An Anthology of Theory and Criticism (2014).

There is a growing interest in "dramaturgy" as a critical concept and as a practical process.The book outlines different perspectives on the terms "dramaturgy" and "the dramaturg" and aims to introduce both concept and practice to those encountering the subject for the first time. Using case studies drawn from contemporary practice and suggesting areas of further study, the authors provide a strong insight into contemporary debates and new directions for the future.

The aim of this book is to contribute a dramaturgical perspective to education. The authors write from a dramaturgical perspective about the planning of teaching, leadership in the classroom, the teacher-body, the teacher’s oral skills and ethics, communication, and about the spaces in which teaching takes place. The book is written with the pre-understanding that the ways in which art creates knowledge need to be illuminated and articulated more clearly in educational thinking, thereby enhancing artful engagement in education. Dramaturgical perspectives are presented as such a way – a form of knowledge that the artform of drama/theatre can contribute to teaching and learning in general. Through examples and analyses of empirical material, as well as through theoretical perspectives, the authors show chapter by chapter how dramaturgy and a dramaturgically inspired language and concepts create more possibilities of choice for teachers in planning and carrying out their teaching. Teaching and Learning through Dramaturgy brings to the forefront what will be enabled in teaching and planning of teaching, by making use of a dramaturgically inspired language and action, what in principle is possible in every subject.

Dramaturgy and Architecture approaches modern and postmodern theatre's contribution to the way we think about the buildings and spaces we inhabit. It discusses in detail ways in which theatre and performance have critiqued and intervened in everyday spaces, modelled our dreams or fears and made proposals for the future.

This book explores how doing dramaturgy is informed by today’s highly diverse field of theatre, dance and performance. It does so in dialogue with fourteen performances and their makers, tracing the thinking-through-practice that underlies these creations. The first part of the book looks at how dramaturgs participate in practices of thinking-making and introduces a dramaturgical mode of looking at performances and the processes in which they are created. The second part of the book discusses the performances and creative processes of Manuela Infante, Julian Hetzel, Ivo van Hove, Anouk van Dijk, Falk Richter, Milo Rau, Kris Verdonck, Death Centre, Hotel Modern, Jr.cE.sA.r , Emio Greco and Pieter C. Scholten, Dries Verhoeven, the LGB Society of Mind, Sanja Mitrović, and Amanda Piña. Showing how ways of making and ways of doing dramaturgy mutually inform each other, this book is an essential resource for students and others aspiring to develop their own dramaturgical practice.

This book argues that dramaturgy makes things visible and does so in two distinct and interrelating ways: creative processes and formal elements of performance are rendered visible and readable; and performance dramaturgy becomes an expanded practice in which performance is a locus for creating wide-ranging events and activities. This exploration defines dramaturgy as a perceptibly transforming agency in the construction, presentation and reception of contemporary performance; and it shows how contemporary performance has an intrinsic dramaturgical aspect whose proliferation of dramaturgical practices has led to a far-reaching reinvention of what contemporary theatre is. In doing so, this book deals with a careful selection of performance practices, including theatrical adaptations, new media dramaturgy, contemporary dance, installation-performance, postdramatic theatre, visionary works by auteurs, and revivals of well-known stage shows. This study will be of great interest to students and scholars in theater studies, performance studies, cultural studies, curating, and dance scholarship.

Recent shifts in the theatrical landscape have had corresponding implications for dramaturgy. The way we think about theatre and performance today has changed our approaches to theatre making and composition. Emerging new aesthetics and new areas of dramaturgical work such as live art, devised and physical theatre, experimental performance, and dance demand new approaches and sensibilities. New Dramaturgy: International Perspectives on Theory and Practice is the first book to explore new dramaturgy in depth, and considers how our thinking about dramaturgy and the role of the dramaturg has been transformed. Edited by Katalin Trencsényi and Bernadette Cochrane, New Dramaturgy: International Perspectives on Theory and Practice provides an unrivalled resource for practitioners, scholars, and students.

Ten international dramaturg-scholars advance proposals that reset notions of agency in contemporary dance creation. Dramaturgy becomes driven by artistic inquiry, distributed among collaborating artists, embedded in improvisation tasks, or weaved through audience engagement, and the dramaturg becomes a facilitator of dramaturgical awareness.