Support the arts- support the artist

I challenge you to become a proud supporter of the arts.

Support comes in many forms. You are probably like me, in that you are inundated by requests for cash support. Certainly financial support is important. I give what I can, when I can, and I'm sure you do, too. However, money is only one of the ways to support the arts.

We can support the arts by attending. We can attend plays, showcases of artists’ works, concerts. We can visit museums and galleries. We can go to festivals and conventions.

We can support the arts by participating. Take a class in pottery. Take a class in art history. Write a poem or a song. Take some photographs. Audition for a show. Draw. Paint. Dance.

We can support the arts by helping our society value the arts. Let your legislature know that the arts are important to you. You pay taxes- ask that some of those monies go to enrich everyone by promoting the arts as a valuable part of our society. Ask for local artists to be featured in our libraries, bookstores, and cafes.  Write a review of a work of art that you have recently enjoyed- whether it’s a book, a movie, a sculpture, a play. Tell a friend to check it out.

We can support the arts by supporting artists. Artists pour out their energies in the act of creation. They are investing themselves, heart, mind, and soul, in their creations. It takes a lot out of a person! So support your local artist! Offer to listen. Ask what the person is working currently. Take an artist out for coffee or a beer.

I'm an artist*. I am an artist primarily in a collaborative art- theatre. Theatre is an art that only exists in collaboration- among the artists of the theatre, and with the audience. While it is obviously true that the performing arts, to truly exist, must exist by sharing with their audiences, I believe it is also important for all artists to share with their society. Whether the artist is celebrating or mourning, calling us to action or calling us to account, each artist is a part of the larger society and in relationship with it.

With us.

Supporting the arts is more than writing a check. Supporting the arts is supporting the artists.

Including the artist in you.

 

*You can definitely take me out for coffee. Or beer ;-)

I'm positive

I've been working diligently at phrasing my direction in a positive manner.

This is much harder than one might think. What we notice first, almost always, is what is not working. The tremendous temptation is to say: "Don't ______"


Don't push.

Don't drop the end of the line.

Don't rush.

In directing-- in fact, in any guiding/teaching/parenting/whatever-- what NOT to do is not especially useful information. Even if the actor (student/child/whatever) wants to follow the suggestion, what they have is what to DON'T. I haven't given the actor what to DO.


While always reminding my actor that these are suggestions or guides, I try to give more positive information:

Relax. Allow yourself to search to find the right words.


Lift the end of your line.


Take your time; allow the action to unfold.


Here's a tip shared with me by another director: Use "and" instead of "but". As soon as we hear the word "but," we stop listening because we're anticipating criticism. We are fearful of being judged; we shut down. Hearing the word "and," on the other hand, we anticipate addition, building, growth.


This:


I like the way you focus on the exchange between Fred and Mary, but try to interrupt them sooner with your line.


Or this:


I like the way you focus on the exchange between Fred and Mary, and if you interrupt them sooner with your line, it will intensify that tension.


Which would you prefer to hear?

building community through blogs

I have had two responses to my post soliciting questions and conversation on theater. One asked for- all of it! All the topics suggested and then some. That will take some time. As a first step, I will be putting live links from previous thoughts up on the topics listed.

The other request was to talk about casting in small communities. I have started that post and will be publishing in the future.

Keep the questions and conversation coming! I have been active in many different theater communities and I want to start building synergy among those of us who believe in the art of ensemble.

giving notes; or, how I exercise my drive to be a standup comedian

I actually enjoy giving director's notes to the cast.

During much of the rehearsal period, as a director, you are breaking the play down into scenes, into moments. I am very vocal during this period, jumping to my feet YES! or ACK! Stop! Do it again- think about where you just were! What do you want?

Later on, however, we have to put it all back together, establish continuity, rhythm, pace, the long arcs of the characters and of the play itself. We can't stop. We run through, all the way through the scene, the act, finally the entire play.

While I, like most directors, take notes.

Sometimes, because the hour is late and actors (and I) have to go home, I type up the notes and email them to the actors after I've returned home. I don't like to do this because A) actors may not understand a specific note, B) actors may not read the notes and C) I like to give notes.

I like to give notes. I do. I make eye contact. I make jokes. I exaggerate, exhort, and expound. I prance and I posture, I prod and I praise.*

From time to time, I may have to shush the actors who are starting side conversations. After all, for many years, the actors with whom I have worked have been teens.

Still, all in all, I have fun giving notes, and the actors have fun receiving the notes.

Here are some of the key ingredients for good note-giving:

• Make eye contact. Make sure the actors are listening.
• EVERY actor should receive a comment. Each actor should know that they are important, and that their work is (literally) noted.
• Use humor. I use a lot of humor at my own expense... I tease and challenge them to be bigger, bolder, more energized than this "old lady"
• Catch them doing something right; be specific about when it happened, and what it was. Comments like "you're great" or "good job" might feel good for a moment, but they don't tell the actor where they are succeeding or how to build on that success. A comment like: "I could really see you focus on the other character on your line 'Not now, darling''" tells the actor what is working and when.
• Be specific about what you want the actor to change. Comments such as "That's no good" or "I didn't like that" again do not give the actor any useful information. A comment like "When you enter in scene two, try rushing straight to the couch- remember what just happened to the character before you entered" gives the actor useful information about what needs work in the scene, and a suggestion for a new approach.
• I try to give both the "director's reason" and the "actor's reason" for a direction. For instance, in the above example, I might remind the actor that the actor's reason- the character's reason- for rushing in is that the character is escaping from an uncomfortable encounter in the other room; while I will admit that my "director's reason" for asking you to rush in and cross to the couch is that the scene needs more energy, and I need you out of the doorway!
• Be a believer. Believe in the play, believe in your actors, believe in theater magic. Keep cheering, keep watching, noting, and sharing what you see. Eventually, it all comes together- how? It's a mystery!

*In fact, over the years many parents have confessed they stayed at rehearsals for the entertainment value of watching me give notes!

criticism

In teaching acting, or in giving workshops, I also teach feedback, or specific criticism.



In the Intro to Theater class I teach, the students are required to attend three plays and write reviews of these plays.





My instructions are to choose an aspect of the production, such as acting, directing, scenic design or costume design, and write about how that aspect aided or did not aid in that production's realizing the vision/message of the play.

Each semester, I find ways to further refine instructions to guide students to seeing and evaluating the performer's art.

I am trying to get closer to providing a template for meaningful criticism of the production, not the play; of these particular actors' performances, not the characters.

I try to guide students to choose an aspect of the production, such as scenic design or costume design, where choice of line, color, texture, pattern are easier to distinguish. Do color and shape set a mood of light-heartedness or shadow? Does the costume tell you where the play is, in time and space? Do the setting and costumes work together to tell you if the play is striving for realism, abstraction, or fantasy?

It is easy to get drawn in by the acting, but harder to critique the actor's work. Like the director's work, the actor's work is ephemeral, hard to describe, hard to find that specific moment and describe what made it work.

For me, the best criticism gives the theater artist constructive information about what is suceeding and about what needs improvement in the creative work. While it is nice to hear "You were great!" such grand, vague comments give one no more to build on than a general negative comment.