• The Prague School Theory of Drama & Theatre and SFL

    Author(s):
    Patrice Quammie- Wallen (see profile)
    Date:
    2020
    Group(s):
    Narrative Studies
    Subject(s):
    Drama, Functionalism (Linguistics), Semiotics
    Item Type:
    Article
    Tag(s):
    Drama theory, plays, Prague School, Systemic Functional Linguistics, Functional linguistics
    Permanent URL:
    http://dx.doi.org/10.17613/xjcz-1522
    Abstract:
    The Prague Linguistic Circle’s theories of drama and theatre were ground-breaking in the early 20th century. While the many and varied writings of its scholars are only recently gaining global recognition the application of the many semiotic principles as it applies to the stage remain to be fully utilised. Literary analyses over the modern decades have comparatively ignored the play text for stylistic treatment, due significantly to the fact that a suitable framework that can manage the ‘combinatory quality of theatre’ remains at large. Systemic functional linguistics (SFL), a developed, language-based semiotic framework whose foundations share Prague School principles of structure and function, has been suggested to be capable of managing that combinatory quality. This paper, agreeing with that position, compares Prague School principles with that of SFL to advance the further position that combined use of SFL and Prague theatre theories can potentially construct that elusive primary dynamic connecting the page and the stage, as well as facilitate mutual development of both frameworks.
    Notes:
    The first version of this paper was submitted at Uni. in May 2018.
    Metadata:
    xml
    Published as:
    Journal article     Show details
    Pub. DOI:
    https://doi.org/10.47577/tssj.v11i1.1419
    Publisher:
    Technium Science
    Pub. Date:
    2020-9-12
    Journal:
    Technium Social Sciences Journal
    Volume:
    11
    Issue:
    1
    Page Range:
    84 - 95
    ISSN:
    2668-7798
    Status:
    Published
    Last Updated:
    3 years ago
    License:
    Attribution
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