University Of Iowa Press Rehearsing Revolutions: The Labor Drama Experiment and Radical Activism in the Early Twentieth Century (Studies in Theatre History & Culture)

Product Description Between the world wars, several labor colleges sprouted up across the U.S. These schools, funded by unions, sought to provide members with adult education while also indoctrinating them into the cause. As Mary McAvoy reveals, a big part of that learning experience centered on the schools' drama programs. For the first time, Rehearsing Revolutions shows how these left-leaning drama programs prepared American workers for the “on-the-ground” activism emerging across the country. In fact, McAvoy argues, these amateur stages served as training grounds for radical social activism in early twentieth-century America.Using a wealth of previously unpublished material such as director's reports, course materials, playscripts, and reviews, McAvoy traces the programs' evolution from experimental teaching tool to radically politicized training that inspired overt―even militant―labor activism by the late 1930s. All the while, she keeps an eye on larger trends in public life, connecting interwar labor drama to post-war arts-based activism in response to McCarthyism, the Cold War, and the Civil Rights movement. Ultimately, McAvoy asks: What did labor drama do for the workers' colleges and why did they pursue it? She finds her answer through several different case studies in places like the Portland Labor College and the Highlander Folk School in Tennessee. Review "McAvoy's strengths as a historian are on full dis- play in Rehearsing Revolutions, and her dedication to deeply exploring multiple, geographically far-flung archives--almost all of them overlooked by theatre scholars--yields impressive results.... Rehearsing Revolutions is an extraordinarily valuable addition to theatre historical scholarship of the interwar period"--Paige A. McGinley, Washington University in St. Louis About the Author Mary McAvoy is assistant professor in the School of Film, Dance, and Theatre at Arizona State University. She is the coauthor of Drama and Education: Performance Methodologies for Teaching and Learning and coeditor of Youth and Performance: Perceptions of the Contemporary Child.