Introduction

The drama workshop supplements coursework in drama by affording students the opportunity to develop their technique as actors and performers while learning to negotiate the practical challenges of staging a play. Participating in a dramatic production affords students many skills which make them competitive in a variety of fields. Training as an actor makes students into close readers with an acute sense of empathy and ability to parse situations and people—abilities which are indispensable in business, civil service, law, and medicine. Similarly, the attention to detail and organization required to stage a dramatic production exercises students’ capacities as presenters, technicians, and logistical managers.

In the English Language and Literature program, students engage with works of literature designed for theatrical performance as a means to enrich both their use of English and their understanding of Western literature’s social, cultural, and historical contexts. Through screenings, research, dramatic readings, performance, and the staging of plays, students explore the works of Euripides, Shakespeare, Christopher Marlowe, Oscar Wilde, Anton Chekhov, Henrik Ibsen, Samuel Beckett, and Tony Kushner, among others.

--Dr. Benjamin Barber

Students' Performances

How are you doing? Really? --adapted by Dr. Sadie Chandler

                 -- Research conducted by students

This production is based on two different works: The Mental Health Coalition project entitled "How Are You Doing Really?" and the artistic ethnographic work of Anna Deavere Smith. Throughout the semester students worked to create a collaborative production that supports Mental Health Awareness and used methodology that is honest, ethical, and academically grounded in applied research.

Their work includes creating and posting interviews that reimage how mental health is discussed and viewed. UIC students used The Mental Health Coalition idea to conduct interviews and honestly ask the question "How are you doing, really?" and to listen actively and empathically. Additionally, UIC students practised performance ethnographic methods advocated by Anna Deavere Smith. The class conducted, recorded, transcribed, and performed the words of an individual who was facing challenges. This performance is the words of young Chinese women, speaking in English, from around the world, who are experiencing a wide range of emotions and are learning to grow during a unique moment of history. Throughout the semester, students have devoted countless hours to learn the craft of theatre, while breathing life into the spoken word.

Students' Voices

Maya LI

Roles: The gravedigger in Hamlet

          The singer in Romeo and Juliet

          Antigone in Oedipus and Antigone

Hamlet: Maya (left) and Gloria (right)

The process of rehearsal was hard, but actors practiced with one another and gained a close understanding about their roles and background through repeated rehearsals.

Moreover, the interpretations of the roles have been further deepened. Ben Barber is a very patient and responsible teacher, and he is also a very thoughtful director. He pays attention to the actors' understanding of the drama background and gives us for each part of the dialogue. It is more effective than rote memorizing. In addition, I would like to show my deepest gratitude to Professor Lowe for his pronunciation guidance to me. He patiently and individually counseled us and helped us to express the emotions of the characters properly. He told me "the funny gravediggers and thoughtful Hamlet is an interesting contrast on the stage. Every role has its meaning. They are all important.” He carefully explained the interpretation of my script and encouraged me to release my emotions, which made me become more confident. I still remember at that performance night I enjoyed such a wonderful stage with my friends. We tried to present the best performance to everyone. It’s my pleasure to work with such an efficient and interesting team. This experience will be unforgettable and valuable for me forever.

Iris CAI

Roles: Juliet in Romeo and Juliet

          Ismene in Oedipus and Antigone

I was very honoured and delighted to have the opportunity to participate in two drama performances by the ELLS program in my sophomore year. I benefited greatly from the two experiences. I played Ismene in Oedipus & Antigone directed by Professor David Britton from Swansea University in September. Through communicating with Professor Britton, I gained a deep understanding of the character Ismene, who is gentle and soft but also covets Antigone’s honor. In November, I played Juliet in Romeo and Juliet directed by Dr. Benjamin Barber at UIC’s Shakespeare’s Night. During rehearsals of Romeo and Juliet, Dr. Xu Xi and Dr. Benjamin Barber also provided me with guidance and suggestions for our lines, which helped me understand and remember them fully. In addition, the Introduction to Literature class in the second semester of my freshman year also helped us read scripts and understand characters. Studying literary classics through reading scripts, learning new words and sentences through memorizing lines and rehearsals, developing self-confidence and immersing myself in the charm of drama, are my greatest gains from these two drama performances.

Jennifer YANG

Roles: Hamlet in Hamlet 3.1 "To be or not to be"

          City Leader in Oedipus

          A member of Chorus in Antigone

English is a language I have always loved, and my appreciation of it has become deeper through my performance in two kinds of dramas this semester, as they gave me the possibility of enjoying the beauty of English in drama.

The first dramatic role I performed was in Oedipus & Antigone which was directed by Dr. Britton. Due to the time limitation of rehearsal, actors needed to balance the time between rehearsal and study. Remembering individual lines, practicing lines with partners, and correcting our pronunciation of words and so forth, all required actors’ effort and great input. During rehearsals, I was so grateful to Dr. Britton for he helped all the actors to analyze the characters’ feelings and personalities one by one, and patiently and kindly corrected our English pronunciation and demonstrated the emotions we should perform in our lines.

Oedipus and Antigone: Jennifer (stand) and Ken (sit)

   The second drama I performed in was the ‘To Be or Not To Be’ soliloquy from Hamlet. This one was a great challenge for me because the individual actor has to express all the feelings and emotions that the soliloquy contains. I really appreciate the fact that Dr Benjamin Barber introduced its background to me so that it would be easier for me to remember lines and also gave me a deeper understanding of the soliloquy. Besides, Professor Mei-hwa Sung and Dr Xu Xi gave me some suggestions about how to better transmit feelings and emotions to audiences. It is my honor to have this chance to get close to Shakespeare’s language and cultivate my ability to be confident and poised in front of the audiences.

Gloria ZHENG

Roles: Hamlet in Hamlet 5.1

          A member of Chorus in Oedipus

          Oedipus in Antigone

When I prepared to play Oedipus in Oedipus & Antigone and Hamlet in Hamlet, literature courses at ELLS provided me with great help. To portray well a character on stage, I needed to understand the history and personality traits of the character as well as his or her relations to the entire play. With the critical thinking skills taught in the literature courses, I was able to conduct an in-depth analysis of the characters that I played. Outside the classroom, professors also helped me throughout the rehearsals. Professor David Britton, a visiting BBC playwright and director, and Professor Charles Lowe of our program, both advised me on my acting and patiently corrected my English pronunciation. Therefore, I benefited greatly from participating in both of the plays.

Cindy HUANG

Roles: Lord Capulet in Romeo and Juliet

          Teiresius in Oedipus

          A member of Chorus in Antigone

Dr Benjamin Barber (left) and Cindy (right)

These two performances were both challenging and learning opportunities for me. Unlike the professional classes, these two were performed on stage to many people. Not only did I need to overcome stage fright, but also I need to constantly step into my role during rehearsals and make sure that the pronunciation of each word was correct. The teachers in my department, such as Ben, gave us a lot of help during the rehearsal. He helped us understand the role and corrected our pronunciation. After the performance, I not only learned the knowledge on stage but also made progress in spoken English.

Ken HU

Roles: Tybalt in Romeo and Juliet

          Oedipus in Oedipus

          A member of Chorus in Antigone

Ken (left) and Dr. Benjamin Barber (right)

For me, to perform a drama, especially a big drama, is equal to doing academic research. It’s interesting as well as challenging to adapt myself to a role in drama. In Oedipus & Antigone, I was impressed by my transformation from a proud to a pessimistic character. I endeavored to explore my role. All the teachers in ELLS offered great help to me during the research process. Ben made several appointments with me to help me with my part, which promoted my deeper understanding of my lines.