Consideration of Effective Teaching and Function of Performer Trainer in Contemporary Acting Institutions/Academies

초록

This research explores effective teaching methodologies in performance training, emphasizing the role of the trainer/teacher as a facilitator. It critically examines the limitations of a singular, standardized approach that relies on recalling a performer’s emotional history, a method widely accepted in acting pedagogy. Drawing on Peter Zazzali’s perspective, this study argues that such an approach can be impractical and restrictive, failing to meet the diverse needs of student-performers. Instead, it advocates for a flexible and responsive pedagogy that fosters a supportive learning environment, encouraging performers to develop their unique artistic capacities. Through an analysis of teaching strategies, the study underscores the importance of moving away from rigid, mechanical instruction towards facilitation-based training. The findings suggest that a teacher-centered approach may hinder student growth, whereas a facilitator-centered model promotes authentic bodily experiences and personal expression on stage. This research also highlights the significance of a well-structured yet adaptable teaching plan that nurtures a collaborative relationship between trainers and students. By creating a warm, judgment-free environment, trainers can inspire confidence, allowing students to engage creatively and develop their identities as performers. While this study does not claim to provide definitive answers, it presents key considerations for improving acting pedagogy. It emphasizes that when trainers foster mutual respect and care, meaningful learning experiences emerge, eventually enhancing both the teaching process and the student-performer’s artistic journey.

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