Teachers
Stanislavski described his acting system in a trilogy of books set in a fictional acting school: An Actor Prepares, Building a Character, and Creating a Role. He also wrote an autobiography, My Life in Art. Acting teachers whose work was inspired by Stanislavski include:
- Richard Boleslavsky, actor, film director, and founder of the American Laboratory Theatre in New York.
- Michael Chekhov, an actor, director, and author (and nephew of Anton Chekov) whose technique, largely an outside-in approach and somewhat more metaphysical, diverged from and returned to Stanislavski's over the course of his career.
- Maria Ouspenskaya, an actress who taught at the American Laboratory Theatre. Her students included John Garfield, Stella Adler, and Lee Strasberg.
- Lee Strasberg, a director, actor, and producer whose teachings are most closely associated with the term Method acting.
- Stella Adler, an actress and founder of the Stella Adler Conservatory in New York City.
- Herbert Berghof, founder of HB Studio in New York City.
- Uta Hagen, an actress and the author of Respect for Acting and A Challenge for the Actor, who emphasized the techniques of identity and substitution.
- Robert Lewis, an actor, director, co-founder of the Actors Studio, and author of Method—or Madness?
In fact, most post-1930 acting philosophies have been strongly influenced by Method acting, and it continues to be taught at schools around the world, including the Lee Strasberg Theatre and Film Institute in New York and Los Angeles, the Actors Studio Drama School in New York, the Stella Adler Studio of Acting in New York and Los Angeles, the Edgemar Center for the Arts in Santa Monica, Calif., HB Studio in New York, Le Studio Jack Garfein in Paris and American Conservatory Theater in San Francisco.
Read more about this topic: Method Acting
Famous quotes containing the word teachers:
“Culture is an instrument wielded by teachers to manufacture teachers, who, in their turn, will manufacture still more teachers.”
—Simone Weil (19091943)
“Nevertheless, no school can work well for children if parents and teachers do not act in partnership on behalf of the childrens best interests. Parents have every right to understand what is happening to their children at school, and teachers have the responsibility to share that information without prejudicial judgment.... Such communication, which can only be in a childs interest, is not possible without mutual trust between parent and teacher.”
—Dorothy H. Cohen (20th century)
“Too many existing classrooms for young children have this overriding goal: To get the children ready for first grade. This goal is unworthy. It is hurtful. This goal has had the most distorting impact on five-year-olds. It causes kindergartens to be merely the handmaidens of first grade.... Kindergarten teachers cannot look at their own children and plan for their present needs as five-year-olds.”
—James L. Hymes, Jr. (20th century)