title: 'Riot', 'Revolution' and 'Rape': The theatre relationship and performance breakdown

authors: Aitken, Vivienne Jane

subjects: Audience

abstract: This thesis considers theories about the relationship between theatre makers and audience members in theatre – how this relationship is established and how it can break down. The thesis posits that the breakdown of a theatre relationship is manifested in audience behaviour which, when it is severe enough, can lead to interventions in performance and, potentially, the breakdown of that performance. The thesis argues that audience intervention in a performance constitutes a seizure of ‘performance power’ from the theatre makers, which is sufficiently difficult to achieve that successful and sustained interventions can only be carried out by groups of audience members and, probably, organized in advance. Further, the thesis suggests that in its most extreme form, such interventions may bring about a transfer of roles and power between audience members and theatre makers such that a new quasi-theatrical ‘performance of protest’ is created.

The thesis surveys three historical cases in which theatre performances were disrupted by deliberate audience interventions. In each case the nature of the intervention was slightly different and the effect upon the performance was also different. In the first example, the Plough and the Stars riots (Dublin, 1926) a preplanned protest occurred in the playhouse and, despite interruption, the performance continued. In the second instance, the audience at Living Theatre’s Paradise Now (California 1969) erupted in spontaneous protest within the theatre and the performance was almost entirely subsumed. In the final study, the Mervyn Thompson case (Auckland 1984) the protest took two forms: first there was a vigilante-style attack on Thompson himself which took place well away from any theatre event but had strong theatrical references; then several of his performances were affected by organized lobbying, pickets and interruptions. The thesis asks why the rupture in the theatre relationship occurred in each case and considers what these instances have to tell us about the breakdown of theatre performance as a social phenomenon.
The thesis finds that in all three cases the audience members carrying out the interventions belonged to pre-existing groups with prior experience in protest action. The thesis also finds that the protesters had all had direct experience of some other ‘dramatic’ or ‘theatrical’ event in their own lives; experiences that made the performance seem less relevant. Given this, the thesis argues that, in these cases, the propensity to disrupt was brought to the theatre relationship by the audience members rather than being a direct response to the performance, even where that performance was confrontational.
These findings have implications for theatre study and practice: in particular, the thesis raises questions about how we look at performance breakdown. Rather than assuming audience protest is a simple response to the performance, the findings suggest that such events must be considered in the light of the wider social and political context of the performance, most particularly the audience members’ pre-occupations. Finally, the thesis asks whether audience protest, however theatrical it appears, can ever become substitute theatre in the true sense of that word.

text: 'Riot', 'Revolution' and 'Rape': The theatre relationship and performance breakdown This thesis considers theories about the relationship between theatre makers and audience members in theatre – how this relationship is established and how it can break down. The thesis posits that the breakdown of a theatre relationship is manifested in audience behaviour which, when it is severe enough, can lead to interventions in performance and, potentially, the breakdown of that performance. The thesis argues that audience intervention in a performance constitutes a seizure of ‘performance power’ from the theatre makers, which is sufficiently difficult to achieve that successful and sustained interventions can only be carried out by groups of audience members and, probably, organized in advance. Further, the thesis suggests that in its most extreme form, such interventions may bring about a transfer of roles and power between audience members and theatre makers such that a new quasi-theatrical ‘performance of protest’ is created.

The thesis surveys three historical cases in which theatre performances were disrupted by deliberate audience interventions. In each case the nature of the intervention was slightly different and the effect upon the performance was also different. In the first example, the Plough and the Stars riots (Dublin, 1926) a preplanned protest occurred in the playhouse and, despite interruption, the performance continued. In the second instance, the audience at Living Theatre’s Paradise Now (California 1969) erupted in spontaneous protest within the theatre and the performance was almost entirely subsumed. In the final study, the Mervyn Thompson case (Auckland 1984) the protest took two forms: first there was a vigilante-style attack on Thompson himself which took place well away from any theatre event but had strong theatrical references; then several of his performances were affected by organized lobbying, pickets and interruptions. The thesis asks why the rupture in the theatre relationship occurred in each case and considers what these instances have to tell us about the breakdown of theatre performance as a social phenomenon.
The thesis finds that in all three cases the audience members carrying out the interventions belonged to pre-existing groups with prior experience in protest action. The thesis also finds that the protesters had all had direct experience of some other ‘dramatic’ or ‘theatrical’ event in their own lives; experiences that made the performance seem less relevant. Given this, the thesis argues that, in these cases, the propensity to disrupt was brought to the theatre relationship by the audience members rather than being a direct response to the performance, even where that performance was confrontational.
These findings have implications for theatre study and practice: in particular, the thesis raises questions about how we look at performance breakdown. Rather than assuming audience protest is a simple response to the performance, the findings suggest that such events must be considered in the light of the wider social and political context of the performance, most particularly the audience members’ pre-occupations. Finally, the thesis asks whether audience protest, however theatrical it appears, can ever become substitute theatre in the true sense of that word.

year: 2005

title: The effect of flotation cell shape on deinking behaviour

authors: Jones, Lewis

subjects: engineering

abstract: Studies were undertaken to investigate the deinking behaviour of different shaped deinking cells of the same volume. For comparative purposes, most oprational variables were kept constant, and the same injector was used throughout the study. The position of the injector, however, was varied in some cases to go along with the particular cell shape being studied. 

Three types of cell shapes were studied, (1) cylindrical with tangential air injection, (2) rectanular with vertical injection, and (3) rectangular with horizontal injection. Eucalyptus/toner slurries and news/mag wastepaper slurries were deinked. Flow patterns in the cells and the corresponding deinking efficiencies were measured. 

It was found that strong and excessive re-circulatory flows within the cells could under certain conditions be a major factor in reducing brightness lift. Vertical injection into a rectangular cell gave stable flow patterns, non-wavy froth removal and sustained brightness lift for a wide range of feed and airflow rates. Horizontal injection into a similar rectangular shaped cell exhibited quite different characteristics. High brightness lift was possible for certain conditions and not for others. Wavy froth and excessive recirculation flow patterns varied with feed and airflow. The cylindrical cell with tangential injection gave stable circulatory flow and stable froth removal at low flow rates but was unable to deink at high flows.

text: The effect of flotation cell shape on deinking behaviour Studies were undertaken to investigate the deinking behaviour of different shaped deinking cells of the same volume. For comparative purposes, most oprational variables were kept constant, and the same injector was used throughout the study. The position of the injector, however, was varied in some cases to go along with the particular cell shape being studied. 

Three types of cell shapes were studied, (1) cylindrical with tangential air injection, (2) rectanular with vertical injection, and (3) rectangular with horizontal injection. Eucalyptus/toner slurries and news/mag wastepaper slurries were deinked. Flow patterns in the cells and the corresponding deinking efficiencies were measured. 

It was found that strong and excessive re-circulatory flows within the cells could under certain conditions be a major factor in reducing brightness lift. Vertical injection into a rectangular cell gave stable flow patterns, non-wavy froth removal and sustained brightness lift for a wide range of feed and airflow rates. Horizontal injection into a similar rectangular shaped cell exhibited quite different characteristics. High brightness lift was possible for certain conditions and not for others. Wavy froth and excessive recirculation flow patterns varied with feed and airflow. The cylindrical cell with tangential injection gave stable circulatory flow and stable froth removal at low flow rates but was unable to deink at high flows.

year: 2001

title: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school

authors: Evans, Mary

subjects: Ka Hikitia

abstract: In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

text: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

year: 2020