We welcome proposals for 20-minute papers from scholars and practitioners in theatre and related disciplines. Suggestions for topics include, but are not limited to:
older actresses on and off stage: as performers, managers, stage-managers, playwrights, producers, directors, and teachers, 1660–present.
older actresses – their approaches to acting and their creative and career strategies
older actresses and the one woman show
older actresses – stage v. film and television
older actresses on ageism and the politics of transgression
writing by older actresses, e.g. memoirs
genealogies of female performance and concepts of female ‘succession’
retirement and its alternatives
‘canonical’ roles for older women; repertoire and ageing
older actresses and non-traditional casting
the depiction of older actresses and/or fictional older actresses in criticism, journalism, literature, the visual arts, and film
ageism, ageing, and the body in casting, rehearsal, performance, and reception
older actresses with additional marginalised identities, including LBT older actresses, BAME actresses, and actresses with disabilities (including age-related disabilities); the intersection of age with other kinds of marginalisation
the older actress in theatre historiography and as theatre historian
retrospectives, gala performances, honours lists and becoming a ’national treasure’.
I am now six weeks into my new job. For the next five years, I shall be Fellow in English at Christ Church at the University of Oxford, teaching literature 1550–1760 to undergraduates, and supervising undergraduate and postgraduate work on drama from the Renaissance to the present day. My colleagues’ friendliness belies the buildings’ grandeur, afternoon tea is served daily, it’s the sole Oxford college with its own art room, and the students like play-readings and crisps. For the past four years, my contract has been full-time research with a significant, although intermittent, amount of BA and Master’s teaching across the last four-and-a-half-centuries of Anglophone literature – this is definitely more intense. But teaching the third-year Shakespeare paper alongside the second-year Renaissance paper is rich and rewarding. One reason is that the intensity of tutorial teaching gives tutor and students alike the luxury of focusing on the process and skill of writing as much as on literature. Although Oxford terms can often combine the worst of sprints and marathons, I’m trying to find spaces to help already strong writers develop their written style – and structures – as quickly as possible. Essays are, after all, attempts and experiments, and tutorial teaching allows them to be just that.
The other reason it’s so rewarding is the obvious one: the literature. I was always going to love reading and discussing essays on the drama of this period (i.e. the reason I’m an academic), whether it’s realising why A Woman Killed With Kindness should be read alongside Coriolanus, or getting excited about all the different ways you can die from an Early Modern painting. At the same time, though, it’s been great to work again on John Donne, and Anne Locke, and Thomas Southwell, among others.
Of course, I’m on my second cold in six weeks, I really need a haircut, and my face is falling off. I have, however, overspent on a Christmas tree for my office (there was an even pricier one with two-tone branches. I mourn it). Only two weeks left til Oxmas.