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a corpus-based approach to the language of audio description

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ecognized) in film AD, it is in <strong>the</strong>atre <strong>audio</strong> <strong>description</strong> that practices are<br />

sometimes more unconventional. Indeed, as reported by Udo and Fels (2009:<br />

3) 22 “most <strong>of</strong> <strong>the</strong>se guidelines tend <strong>to</strong> rely heavily on anecdotal evidence and<br />

<strong>the</strong> his<strong>to</strong>rical use <strong>of</strong> a specific process, ra<strong>the</strong>r than one validated by published<br />

research”. Evidence shows that unconventional <strong>audio</strong> <strong>description</strong> at <strong>the</strong>atre<br />

involves <strong>the</strong> use <strong>of</strong> an emotional ra<strong>the</strong>r than an objective <strong>language</strong> and that<br />

<strong>audio</strong> <strong>description</strong> is considered <strong>to</strong> be one <strong>of</strong> <strong>the</strong> creative components <strong>of</strong> an<br />

entertainment experience. Audio describer Leishman used an iambic<br />

pentameter <strong>to</strong> <strong>audio</strong> describe a Shakespeare‟s play and used a more<br />

interpretative attitude relying on less factual information and on an emotional<br />

<strong>language</strong>. As noted by Brocket and Ball (2004: 22) “<strong>the</strong> specta<strong>to</strong>r may need<br />

<strong>to</strong> imagine much that is merely suggested by a few set pieces, project images,<br />

lighting, or dialogue […]” 23 .<br />

In section 1.5 we will see how <strong>audio</strong> <strong>description</strong> has developed in<br />

Europe and abroad and will sketch a short s<strong>to</strong>ry <strong>of</strong> <strong>audio</strong> <strong>description</strong> in its<br />

different application fields (cinema, DVD, TV, <strong>the</strong>atre, opera).<br />

1.5 Short s<strong>to</strong>ry <strong>of</strong> <strong>audio</strong> <strong>description</strong> in Europe<br />

22 The full document is accessible at http://digitalcommons.ryerson.ca/trsitm/16 (last accessed<br />

19/02/2011).<br />

23 For example, <strong>to</strong> represent Hamlet‟s confused state <strong>of</strong> mind, <strong>the</strong> describer uses a maze metaphor:<br />

“A home is now transformed in<strong>to</strong> a maze/ As Hamlet passes through <strong>the</strong> castle halls/ Upstairs <strong>to</strong><br />

landings leading <strong>to</strong> more stairs/ Through secret chambers in<strong>to</strong> hidden rooms”. For more information<br />

about unconventional and alternative <strong>audio</strong> <strong>description</strong> strategies, see also Gerber 2007; Peli, Fine<br />

and Labianca 1996; Sandahl 1999; Schmeidler and Kirchner 2001.<br />

40

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