DOI
https://doi.org/10.25772/5Z7Y-XR89
Defense Date
2020
Document Type
Thesis
Degree Name
Master of Fine Arts
Department
Theatre
First Advisor
Aaron Anderson
Second Advisor
Keith Kirk
Third Advisor
Jesse Njus
Abstract
After watching an incredible performance onstage, one might turn to a fellow audience member and exclaim, “Wow! That actor is so talented!” But what does the word talented mean? Is that actor simply blessed with an innate ability? If we as acting teachers base our work on the assumption that superior performance is only possible if someone is lucky enough to have won the talent lottery, it limits our ability to improve our pedagogy and our students’ chances to develop their skills. The theory underpinning deliberate practice, on the other hand, argues that the quality of practice matters far more than innate ability. By understanding the mental representations used by expert actors, any actor can use deliberate practice to improve their skills. Even though acting is an expressive art form, we can adapt the principles of deliberate practice to apply to it. The particular skill that sets some actors apart from the rest is their ability to be present in the moment onstage. Alexander Technique offers one way to develop the skill of presence and to make all practice more deliberate. In an introductory acting class, I applied Alexander Technique principles to teach presence using deliberate practice. The experience demonstrated some of the advantages and challenges of the approach and presented more questions for future research.
Rights
© Melissa Freilich
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
4-16-2020