A performance, in performing arts, generally comprises an event in which a performer or group of performers behave in a particular way for another group of people, the audience. Choral music and ballet are examples. Usually the performers participate in rehearsals beforehand. Afterwards audience members often applaud.
The means of expressing appreciation can vary by culture. Chinese performers will clap with audience at the end of a performance; the return applause signals "thank you" to the audience. In Japan, folk performing arts performances commonly attract individuals who take photographs, sometimes getting up to the stage and within inches of performer's faces.
Sometimes the dividing line between performer and the audience may become blurred, as in the example of "participatory theatre" where audience members get involved in the production.
Theatrical performances can take place daily or at some other regular interval. Performances can take place at designated performance spaces (such as a theatre or concert hall), or in a non-conventional space, such as a subway station, on the street, or in someone's home.
Read more about Performance: Performance Genres
Famous quotes containing the word performance:
“When a book, any sort of book, reaches a certain intensity of artistic performance it becomes literature. That intensity may be a matter of style, situation, character, emotional tone, or idea, or half a dozen other things. It may also be a perfection of control over the movement of a story similar to the control a great pitcher has over the ball.”
—Raymond Chandler (1888–1959)
“The audience is the most revered member of the theater. Without an audience there is no theater. Every technique learned by the actor, every curtain, every flat on the stage, every careful analysis by the director, every coordinated scene, is for the enjoyment of the audience. They are our guests, our evaluators, and the last spoke in the wheel which can then begin to roll. They make the performance meaningful.”
—Viola Spolin (b. 1911)
“The child to be concerned about is the one who is actively unhappy, [in school].... In the long run, a child’s emotional development has a far greater impact on his life than his school performance or the curriculum’s richness, so it is wise to do everything possible to change a situation in which a child is suffering excessively.”
—Dorothy H. Cohen (20th century)