Lee Strasberg - the Man Vs
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A Transcultural Perspective on the Casting of the Rose Tattoo
RSA JOU R N A L 25/2014 GIULIANA MUS C IO A Transcultural Perspective on the Casting of The Rose Tattoo A transcultural perspective on the film The Rose Tattoo (Daniel Mann, 1955), written by Tennessee Williams, is motivated by its setting in an Italian-American community (specifically Sicilian) in Louisiana, and by its cast, which includes relevant Italian participation. A re-examination of its production and textuality illuminates not only Williams’ work but also the cultural interactions between Italy and the U.S. On the background, the popularity and critical appreciation of neorealist cinema.1 The production of the film The Rose Tattoo has a complicated history, which is worth recalling, in order to capture its peculiar transcultural implications in Williams’ own work, moving from some biographical elements. In the late 1940s Tennessee Williams was often traveling in Italy, and visited Sicily, invited by Luchino Visconti (who had directed The Glass Managerie in Rome, in 1946) for the shooting of La terra trema (1948), where he went with his partner Frank Merlo, an occasional actor of Sicilian origins (Williams, Notebooks 472). Thus his Italian experiences involved both his professional life, putting him in touch with the lively world of Italian postwar theater and film, and his affections, with new encounters and new friends. In the early 1950s Williams wrote The Rose Tattoo as a play for Anna Magnani, protagonist of the neorealist masterpiece Rome Open City (Roberto Rossellini, 1945). However, the Italian actress was not yet comfortable with acting in English and therefore the American stage version (1951) starred Maureen Stapleton instead and Method actor Eli Wallach. -
PGIP Programme in Detail Rev 3 20
!1 of !6 Giles Foreman Centre" for Acting A LEADING PROFESSIONAL ACTING STUDIO, "BASED IN THE HEART OF SOHO " " " ACTOR TRAINING | FILM & TV PRODUCTION | CORPORATE" COMMUNICATION LONDON | NEW" YORK | PARIS "" What" makes the GFCA 16-month advanced Professional Intensive " Acting/Acting-Directing Programme unique? Our Advanced course is equivalent in level to Post Graduate study. However, the training is designed for those creative individuals - from any background - who have the capacity, ability and motivation to enter the Industry. The programme involves 30+ hours of intensive classes and rehearsal exercises per week, taught by top- level specialist coaches, each with extensive professional experience. There are in-house showings throughout the course, and plays are presented to the public and Industry during the final two terms. During the final term, as well as advanced-level classes, students may join the Spotlight Casting Graduate scheme; scenes are filmed for showreel, there are Industry events, and a range of further performance opportunities. These continue after the conclusion of the formal training. We take only a single cohort of Intensive-Route acting students each year, to provide a focussed training designed to bring out individual strengths, and we welcome applications from people from a wide variety of previous backgrounds and experience. The programme is tailored towards the unique mix of talent drawn to our centrally-located Studio from across the UK, Europe and beyond. We have excellent links with UK and European Casting Directors, as well as a base in New York, and ofer many opportunities to showcase talent to European casting directors, largely due to the strong connections formed by our Director, Giles Foreman and his extensive work as a film acting-coach. -
BACKSTORY: the CREDITS an Actor
BACKSTORY Your behind-the-scenes look at TimeLine productions YESTERDAY’S STORIES. TODAY’S TOPICS. From Artistic Director PJ Powers a message Dear Friends, that their “Person of the — can influence history is made With his blend of social classic for the ages. You just Year” was You. Me. Us. The through activism, be On behalf of TimeLine’s not only in commentary and might be surprised that the average citizen. it personal, social or entire company, I am government emotional complexity, age in which it was written political. thrilled to welcome you to Admittedly, upon first buildings and Odets revolutionized the really is not our own! our 11th season! Each year hearing that, I thought There are many complex at corporate American theater during As we usher in a second we go through a series of it was a poor excuse for issues — not the least of board tables, but in the The Depression by putting decade of making history at discussions about the issues not choosing a person of which will be a Presidential homes and workplaces of the struggles and longings TimeLine, we’re delighted and types of stories we national prominence — a election — that will demand people like you and me. of everyday citizens on the to share another Odets stage. With Paradise Lost, want explore, and this year single someone who had great thoughtfulness in the We begin our season-long play with you. With much he gives voice to those our deliberations seemed made a sizeable imprint on coming year. Each of us will conversation by revisiting to discuss, I hope our little individuals and exposes a even more extensive and issues of global importance. -
La Méthode De L'actors Studio, À Paraître
La Méthode de l’Actors Studio : Genèse, Pratique et Phénoménologie Ivan MAGRIN-CHAGNOLLEAU, CNRS Aix Marseille Univ, CNRS, PRISM, Marseille, France 1. Introduction 1.1. Qui Suis-Je ? Je voudrais commencer par donner quelques éléments biographiques puisqu’ils sont en lien étroit avec le sujet de cet article. Je me présente généralement comme artiste chercheur. Cela signifie que j’ai une activité artistique ainsi qu’une activité de recherche. Sur le plan artistique, je travaille régulièrement comme acteur, metteur en scène et auteur pour le théâtre et le cinéma. J’écris aussi de la poésie, je fais de la photographie, de la musique, comme interprète et compositeur, et de la performance. J’enseigne également le théâtre, le cinéma, la musique, la photographie, l’écriture, l’esthétique, et je coache aussi des artistes. En recherche, je travaille dans le paradigme de la création recherche, c’est-à-dire que je crois à une recherche en art fondée sur une pratique, ce qui est pour moi la manière la plus riche de conduire ma recherche, dans la mesure où je suis aussi artiste. C’est pour cela que je m’intéresse particulièrement à la dimension phénoménologique de la création, c’est-à-dire à la création comme expérience vécue. Je considère mon travail artistique comme faisant partie intégrale de mon travail de recherche. 1.2. Mon Expertise sur la Méthode de l’Actors Studio De 2004 à 2007, je me suis formé de manière intensive comme acteur et comme metteur en scène à l’Actors Studio à New York. J’ai donc appris la méthode de l’Actors Studio de professeurs qui avaient été eux-mêmes élèves de Lee Strasberg, le fondateur de la méthode1 2. -
TRAINING the YOUNG ACTOR: a PHYSICAL APPROACH a Thesis
TRAINING THE YOUNG ACTOR: A PHYSICAL APPROACH A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of Arts Anthony Lewis Johnson December, 2009 TRAINING THE YOUNG ACTOR: A PHYSICAL APPROACH Anthony Lewis Johnson Thesis Approved: Accepted: __________________________ __________________________ Advisor Dean of the College Mr. James Slowiak Dr. Dudley Turner __________________________ __________________________ Faculty Reader Dean of the Graduate School Mr. Durand Pope Dr. George R. Newkome __________________________ __________________________ School Director Date Mr. Neil Sapienza ii TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION TO TRAINING THE YOUNG ACTOR: A PHYSICAL APPROACH...............................................................................1 II. AMERICAN INTERPRETATIONS OF STANISLAVSKI’S EARLY WORK .......5 Lee Strasberg .............................................................................................7 Stella Adler..................................................................................................8 Robert Lewis...............................................................................................9 Sanford Meisner .......................................................................................10 Uta Hagen.................................................................................................11 III. STANISLAVSKI’S LATER WORK .................................................................13 Tension -
UNITED STATES DISTRICT COURT SOUTHERN DISTRICT of NEW YORK BRETT GOLDBERG, Plaintiff, -V- PACE UNIVERSITY, Defendant. 20 Civ. 36
Case 1:20-cv-03665-PAE Document 40 Filed 04/21/21 Page 1 of 29 UNITED STATES DISTRICT COURT SOUTHERN DISTRICT OF NEW YORK BRETT GOLDBERG, Plaintiff, 20 Civ. 3665 (PAE) -v- OPINION & ORDER PACE UNIVERSITY, Defendant. PAUL A. ENGELMAYER, District Judge: In spring 2020, confronted with the spread of COVID-19, undergraduate and graduate schools across the country rapidly transitioned to online instruction, to protect students, faculty, and staff. In response, students at many schools have brought suit, generally sounding in breach of contract, to recover tuition and fees paid for, purportedly, in-person experiences. Although some courts have construed these claims as impermissible claims of educational malpractice, others have sustained such claims, finding it well-pled that the college or university breached a specific and enforceable contractual promise that learning or other services would be in-person. Plaintiff Brett Goldberg (“Goldberg”) is a performing arts graduate student. He sues Pace University (“Pace”) to recover damages in connection with Pace’s transition to remote learning in March 2020 in light of the pandemic. Goldberg alleges that Pace breached its contract with him by transitioning his last semester to remote learning, postponing the production of his play, and retaining certain fees. He also brings claims for unjust enrichment and promissory estoppel, and a claim under New York General Business Law (“GBL”) § 349. Case 1:20-cv-03665-PAE Document 40 Filed 04/21/21 Page 2 of 29 Now pending is Pace’s motion for judgment on the pleadings, under Federal Rule of Civil Procedure 12(c), for failure to state a claim. -
Teaching Resume
RYAN LEE RL THEATRE EDUCATOR WWW.RYANLEETHEATRE.COM OVERVIEW TEACHING PHILOSOPHY Expertise in all aspects of No matter what age or skill level, I approach the student with teaching and coaching acting respect, professionalism, and a gentle hand, which establishes a and performance for theatre, safe environment where creativity and exploration can flourish. film, and television, assisted I find that acting is most interesting when we bring our own lives college applicants with and experience to the work. We then bring to the material truth, university theatre program originality, joy, and honesty that is exciting for both performer to auditions, aspiring child audience to experience. actors ages 9 and up, as well as classes just for fun at every level – from beginning to TEACHING ENVIRONMENTS professional. Teaching environments have included: - University Adjunct Professor - Private Coaching - Professional Acting School - Teaching Artist - Master Class Lecturer - Artistic Director of Theatre Education Program [email protected] 323.972.7533 WORK EXPERIENCE TEACHING ARTIST • QUEENS THEATER • NEW YORK, NY • 2006 – 2018 - Through writing and acting exercises, taught students to create and perform an original play - Created and maintained a curriculum and lesson plan for a twenty-session theatre residency TEACHING ARTIST • LEAP • NEW YORK, NY •2010 – 2018 - Classes including test taking skills, music, playwriting, and theater in over thirty NYC schools ARTISTIC DIRECTOR • LEAP • NEW YORK, NY •2006 – 2010 - Oversaw and maintained the production -
Carolina Actors Studio Theatre and the Experiential Approach to Production by Davi
Carolina Actors Studio Theatre and the Experiential Approach to Production by David Jeffrey Blamy, B.A, M.A. A Dissertation In FINE ARTS Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved Dr. Bill Gelber, Chair Dr. Linda Donahue Dr. Jim Bush Dr. Michael Stoune Dr. Carolyn Tate Dr. Peggy Gordon Miller Dean of the Graduate School May, 2011 Copyright 2011, David Blamy Texas Tech University, David Blamy, May 2011 Acknowledgments They appear at the beginning of the dissertation, they are the last bit of writing to be included, and they prove to be the most difficult to write: the acknowledgements. How do I properly acknowledge and adequately thank all the people who have supported me through this process and made this dissertation possible? Such a proposition is almost certain to fail, but I will give it my most valiant effort. This dissertation would not have been possible without the generosity of CAST’s experiential pioneer, Michael Simmons. Throughout this process he made himself, and CAST, available to me for both examination and scrutiny. The information he graciously provided through interviews, emails, primary sources, and personal explanation ended up serving as the bulk of the material from which I drew content. The fact that he did it with such a spirit of sincere generosity makes me even more appreciative. My hope is this study, even in its criticisms, provides light to a valuable methodology and a theatrical visionary. I would also like to thank Victoria Simmons for providing so much of the original source material used in this study, as well as the CAST team for their support of this study. -
All of the Apple Is Me: Process Work & Acting an Exploration & Practical Guide
All of the Apple is Me: Process Work & Acting An Exploration & Practical Guide Lisa Blair September 27, 2009 Process Work Institute Submitted in partial fulfillment of the Master of Arts in Process Work and the Diploma in Process Work All content and exercises are meant for individual use only and should not be duplicated or distributed for classroom or other use. Please do not make partial or complete copies of this manuscript without permission by the author. Copyright © 2009 2 If I compare myself to a large, meaty, round apple, I discover that my inner and outer cliché image of myself is only a wedge of it – possibly the wedge with the rosy cheek on the skin. But I have to become aware of myself as the total apple – the firm inner flesh as well as the brown rotten spot, the stem, the seeds, the core. All of the apple is me. ‐ Uta Hagen, Respect for Acting 3 4 Table of Contents Acknowledgements............................................................... 7 Introduction .......................................................................... 9 Act I: Acting Techniques for the Actor A Brief Overview of Theories of Acting................................. 23 Actor Preparation.................................................................. 43 Act II: Process Work Techniques for the Actor Identity.................................................................................. 51 Edgework .............................................................................. 57 The Killer .............................................................................. -
At the Core of the Strasberg Curriculum Are the Method Acting Classes
SPRING 2020 CLASSES METHOD ACTING At the core of the Strasberg curriculum are the Method Acting classes. Students are required to take two Method Acting classes per semester, each with a different teacher. These classes are designed to train the actor in Lee Strasberg’s systematic approach to acting known throughout the world as The Method. The technique develops the actor’s ability to respond with real behavior to imaginary stimuli and trains the actor to use their personal experience to fire their imagination. These four-hour classes are divided into two parts: work on one’s self and work on the character. The work one’s self employs Lee Strasberg’s relaxation and sensory exercises to train the actor’s concentration, and eliminate the actor’s individual habits of mental and physical tension, which limit their ability to express. The relaxation is repeated in every class, building over the course of study a keen awareness of one’s body and the ability to relax at will. Sensory exercises are also done each class, but become more complicated throughout the course of study. Sensory work begins with recreating ordinary objects and sensations using the five senses and moves towards more emotional stimuli. This part of class focuses on training an actor’s talent. The second part of class focuses on applying the exercises to scenework and learning how the sensory can help fulfill the demands placed upon the actor by a particular script. Students use the exercises to create organic behavior, make truthful choices, and also learn the way in which improvisation can be used to explore a character’s motivation and deepen one’s understand of the character and scene. -
An Actor Remembers: Memory's Role in the Training of the United States
An Actor Remembers: Memory’s Role in the Training of the United States Actor by Devin E. Malcolm B.A. in The Human Drama, Juniata College, 1997 M.A. in Theatre, Villanova University, 2002 Submitted to the Graduate Faculty of The Kenneth P. Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Theatre History and Performance Studies University of Pittsburgh 2012 UNIVERSITY OF PITTSBURGH Dietrich School of Arts and Sciences This dissertation was presented by Devin E. Malcolm It was defended on November, 5th 2012 and approved by Kathleen George, PhD, Theatre Arts Bruce McConachie, PhD, Theatre Arts Edouard Machery, PhD, History and Philosophy of Science Dissertation Advisor: Attilio Favorini, PhD, Theatre Arts ii Copyright © by Devin E. Malcolm 2012 iii AN ACTOR REMEMBERS: MEMORY’S ROLE IN THE TRAINING OF THE UNITED STATES ACTOR Devin E. Malcolm, PhD University of Pittsburgh, 2012 This dissertation examines the different ways actor training techniques in the United States have conceived of and utilized the actor’s memory as a means of inspiring the actor’s performance. The training techniques examined are those devised and taught by Lee Strasberg, Stella Adler, Joseph Chaikin, Stephen Wangh and Anne Bogart and Tina Landau. As I shall illustrate, memory is not the unified phenomenon that we often think and experience it to be. The most current research supports the hypothesis that the human memory is composed of five distinctly different, yet interrelated systems. Of these five my research focuses on three: episodic, semantic, and procedural. -
Acting Methods Classical Acting / Stanislavsky System
ACTING METHODS CLASSICAL ACTING / STANISLAVSKY SYSTEM Considered by many to be the father of what’s known today as “method acting,” the Stanislavski system was founded by Konstantin Stanislavski and is based on the idea of the “art of experiencing.” The intent is to ignite an actor’s conscious thought to affect their less conscious expression in their performance, as far as emotion and subconscious behaviors. One of the world’s most frequently taught acting techniques, Stanislavski inspired scores of future teachers including Stella Adler, Sanford Meisner, and Lee Strasberg. Think emotional memory recall, spiritual realism, and self-analysis. METHOD ACTING: STRASBERG Lee Strasberg extrapolated upon Stanislavski’s technique to create “The Method” but focused on the psychological aspects. The approach is for actors to evoke their own applicable experiences in order to bring them closer to those of their character, which Strasberg called “emotion memory.” Lee Strasberg’s actors intensify their connections to the work by mimicking characters’ experiences within the context of their own (real) lives, and reaching deeper connections and understandings of their characters’ emotional worlds. METHOD ACTING: STELLA ADLER Stella Adler also worked with and expanded upon Stanislavski’s method, though she stringently opposed the idea of drudging up past experiences for the sake of acting, deeming it unhealthy. Rather, she created a system that revolves around the development of independent actors, the power of the imagination, the importance of action, script interpretation, and the cultivation of a rich humanity. Stella Adler’s approach is also built on that of Stanislavski, but imagination is emphasized over emotional recall; in her words, “You have to get beyond your own precious inner experiences.” METHOD ACTING: MEISNER Developed by Sanford Meisner, the Meisner technique, too, builds on Stanislavski.