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Unit 1 · Methods & SourcesWho Gets to Write History?

Layer 3 · Question it

The Scholarly Journal

How do we know what we think we know, and who gets to decide?

Essay 1

The Archive and the Repertoire

If knowledge lives in bodies as well as documents, what counts as evidence?

Western historical method grew up around writing. Documents could be dated, compared, and stored; performances could not. The result was a hierarchy in which written cultures appeared to 'have history' and oral or embodied cultures appeared to have only custom or myth.

Diana Taylor's distinction between archive and repertoire challenges that hierarchy. Dance, ritual, song, and gesture transmit memory through repeated embodied practice. In the colonial Americas, she argues, the repertoire carried knowledge that conquerors' archives distorted or ignored.

The challenge for historians is practical: how do you cite a gesture? Scholars combine ethnography, oral history, community collaboration, and careful critique of colonial texts — and they acknowledge that some knowledge is not theirs to publish.

The debate

Repertoire as evidence

Embodied practice is a legitimate historical source and must be treated as such.

Change over time

Living traditions change; treating present performance as a window onto the past risks erasing their history.

Ownership and consent

Communities, not outside scholars, should decide how their embodied knowledge is recorded and shared.

Annotated primary sources

  • Bernardino de Sahagún and Nahua collaborators, Historia general de las cosas de Nueva España (the Florentine Codex), c. 1577

    Compare the Nahuatl and Spanish columns; note whose purpose each serves.

  • Twentieth-century recorded and transcribed performances of the Sunjata epic by named jeliw

    Ask what a single fixed transcript leaves out of a living, variable tradition.

Research questions

  • What would a footnote to a dance look like? Who would have the authority to verify it?
  • Are there kinds of performance knowledge historians should choose not to record?

Further reading

  • Diana Taylor, The Archive and the Repertoire: Performing Cultural Memory in the Americas (Duke University Press, 2003).
  • Joseph Roach, Cities of the Dead: Circum-Atlantic Performance (Columbia University Press, 1996).
  • Thomas A. Hale, Griots and Griottes: Masters of Words and Music (Indiana University Press, 1998).

Essay 2

Why Do Textbooks Start in Greece?

Origins stories, canons, and the shape of a discipline.

Many Western theatre history surveys open in Athens. The choice is not inevitable. It reflects the prestige of classical learning in European education, the survival of Greek play texts, and the authority given to Aristotle's Poetics after the Renaissance.

Starting in Greece can make everything else look like a later arrival or a regional variation. The Natyashastra, the Noh treatises of Zeami, and West African traditions of jeliya all represent sophisticated theatrical thought that developed independently of Greece.

Alternatives include thematic organisation, regional parallel narratives, or beginning with the question of what counts as theatre at all. Each solution brings its own distortions.

The debate

Historical influence

Greek drama shaped European and later global theatre institutions; its prominence reflects real influence.

Structural bias

Opening with Greece frames European theatre as the universal norm and others as deviations.

Global restructuring

Surveys should be reorganised around connections and comparisons rather than a single origin point.

Annotated primary sources

  • Aristotle, Poetics (c. 335 BCE), in any scholarly translation

    Note how much is description, and how little is 'rule'.

  • Bharata (attrib.), Natyashastra, opening chapter on the origin of drama

    Compare its account of why drama exists with Aristotle's.

  • Zeami Motokiyo, Fūshikaden (early 15th century)

    Consider what it means that this was written for a lineage, not for the public.

Research questions

  • Look at your textbook's table of contents. What story about theatre does its order tell?
  • Can any single origin point for 'theatre' be justified?

Further reading

  • Michel-Rolph Trouillot, Silencing the Past: Power and the Production of History (Beacon Press, 1995).
  • Diana Taylor, The Archive and the Repertoire (Duke University Press, 2003).

Essay 3

Recovering Erased Performers

What can — and can't — be done with a silent archive.

Ira Aldridge, the African Grove Theatre, and countless women performers survive in fragments: a playbill, a hostile review, a payment entry. Recovery work begins by gathering these traces and reading them critically, often against the intentions of those who wrote them.

Trouillot shows that silences are produced at every stage of history-making, so recovery requires attention at every stage too: finding new sources, reorganising archives, and changing the stories historians tell.

Saidiya Hartman's essay 'Venus in Two Acts' addresses the limits of recovery for enslaved women who appear in the archive only through violence. She proposes 'critical fabulation' — a disciplined, transparent narrative method that exposes the archive's gaps without pretending to fill them with certainty.

The debate

Documentary recovery

Painstaking archival research can restore far more than previously assumed, as work on Aldridge shows.

Critical fabulation

Where evidence cannot exist, historians may narrate the gap openly, while marking speculation clearly.

Risk of invention

Imaginative reconstruction can blur fact and fiction and must not be presented as evidence.

Annotated primary sources

  • New York newspaper reports on the African Grove Theatre, early 1820s

    Hostile sources: what do they reveal despite their intentions?

  • London press reviews of Ira Aldridge's Othello at Covent Garden, April 1833

    Separate description of the performance from racial attack.

  • Theatre account books and playbills naming performers by first name or role only

    Ask why some names were recorded fully and others not.

Research questions

  • When is it responsible to imagine what the archive leaves out, and how should it be labelled?
  • Whose responsibility is it to fix a textbook's silences — authors, teachers, or students?

Further reading

  • Michel-Rolph Trouillot, Silencing the Past: Power and the Production of History (Beacon Press, 1995).
  • Saidiya Hartman, 'Venus in Two Acts', Small Axe 12, no. 2 (2008).
  • Bernth Lindfors, Ira Aldridge: The Early Years, 1807–1833 and Ira Aldridge: The Vagabond Years, 1833–1852 (University of Rochester Press, 2011).

Essay 4

Can Performance Be Preserved at All?

Disappearance, remains, and the politics of keeping.

Peggy Phelan's Unmarked argues that performance's essence is that it disappears; documentation turns it into something else. On this view, a video of a play is a new object, not the play.

Rebecca Schneider responds in Performing Remains that performance also persists — in bodies, repetition, and re-enactment. Joseph Roach's idea of surrogation describes how cultures fill the gap left by a loss with new performers and performances, often forgetting what was replaced.

Preservation is also political. The confiscation of potlatch regalia preserved masks in museums while the law tried to end the ceremonies they belonged to. Gerald Vizenor's concept of survivance reminds us that Indigenous performance did not vanish; it continued, changed, and resisted.

The debate

Ephemerality

Performance is defined by disappearance, and records cannot capture it.

Remains

Performance survives through bodies and repetition; re-enactment is a form of persistence.

Preservation as power

Who preserves what, and where, decides whose performance is allowed to continue.

Annotated primary sources

  • Indian Act of Canada, 1884 amendment prohibiting the potlatch

    A legal text designed to end a performance tradition.

  • Museum catalogue records for regalia confiscated after the 1921 Kwakwaka'wakw potlatch

    How does museum description change an object's meaning?

Research questions

  • Is a recording of a performance a primary source for that performance, or for something else?
  • What is the difference between preserving an object and preserving a practice?

Further reading

  • Peggy Phelan, Unmarked: The Politics of Performance (Routledge, 1993).
  • Rebecca Schneider, Performing Remains: Art and War in Times of Theatrical Reenactment (Routledge, 2011).
  • Joseph Roach, Cities of the Dead: Circum-Atlantic Performance (Columbia University Press, 1996).
  • Gerald Vizenor, ed., Survivance: Narratives of Native Presence (University of Nebraska Press, 2008).