J. M. Barrie’s Peter Pan 2018
DOI: 10.4324/9781315558608-2
|View full text |Cite
|
Sign up to set email alerts
|

Developing Peter Pan for performance

Abstract: is frequently associated with the field of children's literature; it is often defined as a work for children, and as influential upon subsequent writing aimed at young readers. However, the play was created for a cross-generational audience; four years before the play premiered, an early biography of Barrie included a chapter titled 'His Knowledge Of Boys':It is one thing to be able to write books for boys, and another thing to be able to write books about boys. The art of pleasing the youthful reader of ficti… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2

Citation Types

0
2
0

Year Published

2023
2023
2023
2023

Publication Types

Select...
1

Relationship

0
1

Authors

Journals

citations
Cited by 1 publication
(2 citation statements)
references
References 1 publication
0
2
0
Order By: Relevance
“…As early as January 1985, Sutherland told a meeting with social partners that: "We are all of us in this room fully committed to the reemergence of Europe as a major first-class industrial power" (Sutherland 1985b). In line with his vision of the economic purpose of education, he saw student mobility as "an Italian student training in France and becoming familiar with French products and technical standards, establishing strong friendly ties with French engineers or researchers and developing the habit of thinking European first and not American or Japanese before making economic decisions" (Sutherland 1985c). As he put it: "Education, for me, is about the development of basic human resources, which we all know is the Community's most valuable natural asset, and upon which depend all other Community policies" (Sutherland 1985d).…”
Section: Peter Sutherland As Policy Entrepreneurmentioning
confidence: 99%
See 1 more Smart Citation
“…As early as January 1985, Sutherland told a meeting with social partners that: "We are all of us in this room fully committed to the reemergence of Europe as a major first-class industrial power" (Sutherland 1985b). In line with his vision of the economic purpose of education, he saw student mobility as "an Italian student training in France and becoming familiar with French products and technical standards, establishing strong friendly ties with French engineers or researchers and developing the habit of thinking European first and not American or Japanese before making economic decisions" (Sutherland 1985c). As he put it: "Education, for me, is about the development of basic human resources, which we all know is the Community's most valuable natural asset, and upon which depend all other Community policies" (Sutherland 1985d).…”
Section: Peter Sutherland As Policy Entrepreneurmentioning
confidence: 99%
“…In contrast to previous Education Commissioners, Sutherland also went out of his way to attend meetings with the social partners (Sutherland 1985b), with the aim of building consensus around his proposals. He worked extremely hard to mobilize support for this new agenda in April and May 1985 by initiating consultations with advisory bodies, groups of experts, and interest groups, such as the European Round 1985f).…”
Section: Peter Sutherland As Policy Entrepreneurmentioning
confidence: 99%