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Enregistrement W241039022

Lloyd Richards: Reminiscence of a Theatre Life and Beyond

2005· article· en· W241039022 sur OpenAlexaboutno aff
Nathaniel G. Nesmith

Notice bibliographique

RevueAfrican American Review · 2005
Typearticle
Langueen
DomaineArts and Humanities
ThématiqueTheatre and Performance Studies
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésDramaMedalArt historyNoticeThe artsArtSociologyHistoryVisual artsLawPolitical science
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

Lloyd Richards, who was born Toronto, Canada, moved to Detroit, Michigan, with his family when he was four. He graduated from Wayne State University before moving to New York 1947 to pursue an acting career. His commitment to the theatre is equal to his achievements as an actor, director, and educator. Mr. Richards is among a small coterie of influential and widely respected theatre figures of the twentieth century. After an extraordinary career that spans six decades, he will forever be associated with two preeminent African American dramatists, Lorraine Hansberry and August Wilson. However, his contributions to new voices the theatre deserve equal notice. Mr. Richards served as Dean of the Drama School at Yale University and as Artistic Director of Yale Repertory Theatre from 1979 to 1991; he also served as Artistic Director of the National Playwrights Conference at the Eugene O'Neill Memorial Theatre Center from 1968 to 1999. Among his numerous awards, prizes, and honorary degrees are a Tony Award 1984 for his direction of August Wilson's Fences and the National Medal of the Arts 1993. He was awarded the Dorothy and Lillian Gish Prize (October 2002) for his efforts in shaping modern theater and guiding some of today's leading voices to the stage. (1) I sat down with Mr. Richards, now 86, his Manhattan brownstone for seven hour-long sessions, commencing October 2002 and ending October 4, 2005, two days after August Wilson's death. NGN: What have you been doing lately? LR: Well, I get up every morning and check to see if I am all there. Once I have done that and got an affirmative response, I put my pants on, one leg at a time. I'm armored for the day. I choose to spend a certain amount of it teaching because I get a lot back from it. And I don't mean money. I mean what I get terms of the students' responses. I mean to see their skills develop--because I do teach practice and skills. I now teach at Actor's Studio, Acting Company, Fordham University. NGN: What was it like growing up Detroit during the Depression? LR: The Depression was not a great time to be around. What it meant was that you ate less and that you were hungrier than you wanted to be. You put cardboard inside your shoes when they got holes. I remember we would borrow coal from my uncle. You would borrow a few dollars from here and there. What you were doing was staying alive. NGN: Your father died when you were nine. Your mother went blind when you were 13. How did these two catastrophes affect your life? LR: My father's death introduced us to state support. In fact, we became wards of the state because we received money from Aid To Dependent Children. That made it possible for us to get along. My mother had to take washing, and she had to go and work houses to support five children. Her blindness was a very traumatic event. NGN: What brought about the blindness? LR: My mother was having trouble with her eyes, and she went to see an ophthalmologist who put some drops her eyes. She screamed pain, and she never saw well after that. She always believed her blindness was the result of what the ophthalmologist put her eyes. I can't verify that, but that is what she thought. This meant that she had to be helped. NGN: You just mentioned that there were five children. What career paths did your siblings take? LR: When my father died, Allan, my older brother--like any young man at that time--felt that he was the head of the household. He got a job. My mother was determined that I would go to college. A lot of things were sacrificed towards that. My sister Joyce was next to me. My mother had committed to never letting her knees touch the ground. In other words, she would not scrub floors for anyone. Not even our house. That was a man's job. Joyce did other things, such as washing and ironing the clothes. She went to college and became a stenographer. …

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: aucune
Score de désaccord entre enseignants0,945
Score d'incertitude au seuil0,818

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0010,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0000,001
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0010,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,017
Tête enseignante GPT0,247
Écart entre enseignants0,230 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Les modèles n’ont appliqué aucune catégorie : rien dans la taxonomie ne correspondait à ce travail.
Devis d'étudeSans objet
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations2
Publié2005
Routes d'admission1
Résumé présentoui

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