- Alba Emoting, Breathing Biomechanics, Jacques Lecoq, Viewpoints, Breath, Performance, and 20 moreBody Mapping, Dramaturgy, Embodiment, Autobiographical Theatre and Performance, Music, Comparative Literature, Leadership, Play, Play Therapy, Children's Play, Ensemble, Actor Training, Theatre Studies, Performing Arts, Drama, The Body, Physical Theatre, Movement for actors, Frantic Assembly, and Literatureedit
As a teacher, I continually ask myself how I can improve the instruction I provide, especially when teaching a class that is not my specialty such as voice. My teaching style is one of facilitating self-discovery. I tend to pose questions... more
As a teacher, I continually ask myself how I can improve the instruction I provide, especially when teaching a class that is not my specialty such as voice. My teaching style is one of facilitating self-discovery. I tend to pose questions to my students, asking them to reflect on their experiences and their synthesis of the readings, discussions, and exercises. When I began teaching four years ago, I noticed my questions were often met with silence. I began asking myself how I can be clearer, both in my instructions of exercises and the questions I posed. This inquiry led me to find inspiration from other fields. Listening to a presentation by brain function specialist Dr. Arlene Taylor spurred my interest on the two main brain types: male and female. The difference tends to center on three main areas as it relates to teaching voice: (1) interpretation of vocal quality, (2) reception and reaction to ambient noise while studying; and (3) the psychological phenomena of “downshifting” (Taylor 2016). Applying what I learned, I beganmaking adjustments to how I teach. Now, I feel more confident in teaching, and I believe I have become clearer in how I pose questions or provide directions. My students are more engaged because they are thinking critically about the subject matter and their experience, instead of attempting to discern what I mean or want. This article presents the possible differences between brain types and how those differences may affect students’ experience in the classroom. I share my teaching experience with the broader educational community to spur discussion on topic, enhance others’ teaching experience, and receive feedback about whether those who apply changes notice similar trends. The relationship between gender and the brain and between gender and teaching are complex to say the least, and rarely do absolutes ever exist. The research on these topics is ever changing and expanding. The goal of this article is not to offer definitive conclusions; rather, my hope is that this article can start a dialogue on the topic for the voice training field.
Research Interests:
This dissertation analyses a new approach of training actors to physiologically work with emotions. Drawing on Francis Hodge's suggestion to consider elements of the autonomic nervous system in character analysis, this dissertation... more
This dissertation analyses a new approach of training actors to physiologically work with emotions. Drawing on Francis Hodge's suggestion to consider elements of the autonomic nervous system in character analysis, this dissertation examines the potential of using the elements of heart rate, perspiration, muscle tension, breath, and stomach condition as an activation point, thereby triggering the body to experience the somatic representation of an emotional experience. This theory is based on scientific studies of how the autonomic nervous system responds to emotional stimuli and the current methodologies of the physical emotional training of Alba Emoting and Rasaboxes. Experiments undertaken for this dissertation indicate that by incorporating the imagination and awareness of individual autonomic nervous system responses actors and non-actors alike recognize emotions within their scene partners and also experience physical sensations that resonate with their instinctive physical emotional response.
