Article
Toward a Process Theatre
Theatre Topics
(2019)
Abstract
The "performance" is arguably the basis for the medium of theatre. It is what we work toward, anticipate, and discuss with endless fervor. But does the very concept actually stifle learning, artistic expression, and growth? As a director and professor of theatre for the last thirteen years, I have watched the performance become the knave from which we cannot turn away; the devil, not so much in the details, but in the atmospheric layer that hangs over every classroom I have ever taught in, every play I have ever directed. I will admit that it is nearly impossible to get away from—theatre is, after all, a result-orientated art form. We wait for the Friday edition of the New York Times to read Ben Brantley's reviews because we are looking for a result: Is it good or bad? Hideous or transcendent? For the student actor, such judgment likely affects their choices and ability to take risks. The character develops throughout rehearsals, then the performance is upon them and all too often, development or deepening is stunted. Creativity of character ceases as the curtain begins to rise. Is this just an inevitability of our academic theatrical process, or can a simple shift in mindset change the way in which young actors think about creating characters? I have spent the better part of the last few years in the classroom trying to find this out. In this note, I lay out my discoveries in the hopes that other theatre practitioners may ascertain some fresh ideas about creating a more process-driven theatre for students.
Disciplines
Publication Date
November, 2019
DOI
10.1353/tt.2019.0036
Citation Information
Erin J Schmidt. "Toward a Process Theatre" Theatre Topics Vol. 29 Iss. 3 (2019) p. 235 - 240 ISSN: 1086-3346 Available at: http://works.bepress.com/erin-schmidt/12/