Japanese Culture: Scene from Macbeth Kabuki-Style

Resource for Grades 6-12

Japanese Culture: Scene from Macbeth Kabuki-Style

Media Type:
Video

Running Time: 14m 44s
Size: 39.9 MB

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Resource Produced by:

KET

Collection Developed by:

KET

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In the segment Macbeth: Kabuki Style, Chicago actors Michael Goldberg and Barbara Robertson perform the scene from Macbeth in which Macbeth and Lady Macbeth plot the murder of Duncan. The text used by the actors in this video was adapted to better suit Kabuki-style performance and only resembles the standard text of Macbeth. However, the basic plot elements are intact.

open Background Essay

Kabuki literally means “sing, dance, skill.” A shrine dancer named Okuni is credited with giving birth to Kabuki by performing a series of dances in a dry riverbed in Kyoto. Early Kabuki (Onna Kabuki) consisted mainly of dance performances done by women. In 1629, the governing officials deemed these dances a threat to public morals and prohibited women from performing in Kabuki. Following the edict, young men’s Kabuki (Wakushu Kabuki) became popular, but it too was outlawed. Kabuki became the province of adult males, who played all the roles (Yaro Kabuki). In this American Kabuki segment, however, one of the actors is a woman, although in traditional Japanese Kabuki, only men act.

Acting in Kabuki theater is considered a family profession, with sons playing the very same roles as their fathers did, many years later. The most famous family name in Kabuki is Ichikawa. Ichikawa Danjuro I was a pioneering Kabuki actor in the late 17th century, and today Ichiakawa Danjuro XII carries on the family legacy.

Kabuki theater developed alongside Bunraku or “Puppet Theater.” For a brief period in the early 1700s, Bunraku eclipsed Kabuki in popularity, but Kabuki writers borrowed plot lines and effects from Bunraku and won back their audiences. Kabuki theater survives to this day, in part, because of its ability to adjust to changing times, audience expectations, and, particularly, government regulations. For instance, when the government attempted to limit the number of seating tiers in the theater from three to two, resourceful theater managers simply renamed the three tiers: first, mezzanine, and second.

Traditional Kabuki dramas sometimes lasted 11 hours. Because of the show’s length, audience members regularly came and went from the theater, and vendors moved up and down the aisles selling snacks and tea to the boisterous crowd. In 1868, the maximum length was set at eight hours. Today’s Kabuki performances run five hours, and most theaters have two performances a day.

Shozo Sato is a theater director and master of Zen arts. He was officially adopted into the Kabuki family of Nakamura. He is known internationally for producing Kabuki versions of classic Western dramas.


open Discussion Questions

  • Discuss the types of movement used, the unusual vocal choices of the actors, the use of fans, how the actors use dance and mime in transitions between dialogue, and the mie.
  • Compare the original Shakespeare text of Macbeth to the Kabuki version. What was omitted? Why do you think Sato chose to include and omit what he did? Was the performance enjoyable?
  • What is your first impression of Kabuki theater? Do you think you would like to see a Kabuki production?
  • Does Kabuki-style enhance this scene of Macbeth? Explain

  • open Teaching Tips

  • Use the video to analyze Kabuki as a collaborative art form involving the visual arts, dance, music, and drama.
  • Using the Four-Step Critique Process (description, analysis, interpretation, and judgment), students write reviews of the Kabuki-style Macbeth for the school newspaper.
  • Use the segment in conjunction with the Drama Arts Toolkit. View the Hamlet excerpt from “Performance Excerpts” DVD. Students create posters or PowerPoint presentations that compare and contrast Elizabethan theater and Kabuki theater.
  • Fans are just one of the many props and stage devices used in Kabuki theater. Students research and write short papers on the importance of props and stage devices in Kabuki and how they have influenced contemporary theater (e.g., trap door, revolving stage, bridge to audience.)
  • Students compare the histories of Japan and the United States by creating horizontal time lines of the two countries. Discuss the similarities and differences of the two cultures.
  • In groups, students choose other scenes from famous Western dramas and adapt them to Kabuki style.

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