Be Supportive – Say yes to an actor’s first three or four choices even if they aren’t particularly productive. I’ve discovered that this promotes confidence which usually produces better, more appropriate student decisions later in the class.
Be Energized – Try to create an impulsive, audacious learning environment. For me, acting is not accomplished in a contemplative mood. The performer must leap out of the habitual rhythm of everyday life to build believable characters.
Be Challenging – Ask students to take risks, to even risk failure in the pursuit of truthful, original presentations. Attempt to accomplish this by providing a classroom environment where an actor can trust that work of this nature will be rewarded. Healthy, enticing techniques for exploration are also necessary.
Be Illustrative– Whenever possible connect the work with the student’s personal experience. Some of my best teaching happens when I demonstrate “the how” and then explain why something happens. Sir Olivier once remarked that he blatantly copied the great actors of his time until he had enough information to develop his own style. Acting is a mimetic craft. The best of us “steal” what works and makes it our own.
My Goals for every classroom session:
Clarity– Solve problems with clear, positive directives. Keep the students engaged by embracing the idea that what they are discovering is complex but might be the path to performing Hamlet.
Continuity– Bridge ideas and encourage expansive thinking. Find the relationship that exists in the study of
separate projects and the through-line of methodology to create these projects. For example how is Fool For Love like Hamlet? If one actor explores both characters, how does his approach to each role differ? How is it the same?
Compassion– Inspire courageous, spontaneous public acts. Performing a role takes some courage.
Students must place themselves in a vulnerable, open state in front of an audience and create characters with honesty.
