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The System Becomes The Method: Stanislavsky-Boleslavsky-Strasberg
The System Becomes The Method: Stanislavsky-Boleslavsky-Strasberg
To cite this article: Sergei Tcherkasski & Сергей Черкасский (2013) The System Becomes the
Method: Stanislavsky—Boleslavsky—Strasberg, Stanislavski Studies, 2:1, 97-148
Article views: 6
2. Introduction, definition of the subject of the research, its goal, novelty, relevance and topicality,
overview of the materials analyzed in the research
3. Structure of the dissertation and overview of its text
4. List of the author’s main publications on the subject of the dissertation
5. Afterword.
!
Sergei Tcherkasski: in words and deeds
Preface to the publication of the author’s summary of Sergei Tcherkasski’ dissertation
!
Usually dissertation abstracts are not published in theatre journals. But the abstract you are going to
read is an unusual one. Firstly, it is the author’s summary of his dissertation for the Doctor of
Science (Theatre Art Studies) degree (D.Sc. in Russia is a second higher doctorate degree which
may be obtained only by Ph.D. holders and requires a D.Sc. dissertation which solves some
problems of significance). Secondly, and this is the main point, the dissertation is written by a
theatre practitioner – director and acting teacher.
It’s no longer a secret that scholarly activity is often viewed with some suspicion by theatre makers
– they suppose that either one creates theatre or writes about it. Such a position seems to be
supported by the fact that for the last sixty years less than ten practitioners stood for their D. Sc.
(Theatre Art Studies) dissertations in Russia. But let us have a closer look at their names – Nicolay
Gorchakov, Vasily Toporkov, Maria Knebel, Georgy Tovstonogov, Oscar Remez, Valery
Galendeyev, Irina Malochevskaya. It’s obvious that these directors, actors and teachers are not only
able to do their creative work, but also able to pass their knowledge of Stanislavsky practice, their
own experience and the methodology of theater-making to the next generations. And you can’t
name this tiny group of D.Sc. – practitioners as other than brilliant
No wonder, Sergei Tcherkasski’s entrance into that privileged group aroused pride, and curiosity,
and jealousy and serious interest among those concerned.
I attended the defense procedure and I can report that Prof. Tcherkasski’s dissertation and its
abstract received positive reviews from notable Russian theatre scholars and teachers – Anatoly
interesting, and even symbolic – that very night he rushed to the Academy Theatre where his
students, would be actors, were performing one of their last diploma productions.
All in all, there were 9 diploma productions of Tcherkasski’s Acting Studio (some of them were in
the repertoire for up to two years). The diversity of the director’s choice speaks for itself – Russian
classics of the mid-20th century Open Hearts by Vasily Shukshin and Warsaw Melody by Valentin
Zorin; Time and the Conways by J. B. Priestly; Russian new drama Flying by Olya Mukhina; Irish
and Italian playwriting – Pillowman by Martin McDonagh and Risk by Eduardo De Filippo,
Japanese farce Dressing Room by Kunio Simidzu; musical performance Stage Mirror; and dance
movement improvisation We Dance Paintings. Three of these productions received prizes in
international and domestic festivals, and students were invited to work in leading St. Petersburg and
Moscow theatres – the Maly, the Alexandrinsky, the Baltic House, the Akimov Theatre, the
Vakhtangov Theatre, etc.
No less successful were Sergei Tcherkasski’s 2006 Studio graduates – now they are young actors of
the Moscow Art Theatre, the Taganka, the New Theatre, the Baltic House, etc. As for 2002
graduates – they are already winners of the Golden Mask Award – the highest National Theatre
Award in Russia, some of them were bestowed with the title of honored artist of Buryatia.
It seems that Tcherkasski indeed is able to combine theory and practice. And today he is already
teaching new students of his Studio at the St. Petersburg Theatre Arts Academy (four years MFA
course, 2012–2016). And what is worth noticing – students make etudes on the life of the actors of
the Moscow Art Theatre’s First Studio, and rehearse The Good Hope – the play that Richard
Boleslavsky directed exactly a hundred years ago. So Tcherkasski’s practice matches his theoretical
research, his words and deeds going together.
Igor Stupnikov,
Ph. D., Doctor of Science (Theatre Art Studies),
Professor of the St. Petersburg University,
Member of the St. Petersburg Theatre Arts Academy’s Dissertation Council
!
century of the life of the System, it is of the Stanislavsky System and, having been
impossible to regard the development of the reprinted a great number of times, remains in
Stanislavsky System outside of the analysis of demand up to this day2.
its impact on the world theatre and without Among Boleslavsky’s many students, Lee
considering the reciprocal impact which the Strasberg (1901–1982) definitely stands out –
international theatre thought and practice had as one of the most influential teachers of
on it. acting in the 20th century, director, theatre
The strongest influence of Stanislavsky’s ideas theoretician, who created, if we may use A. M.
was experienced by the American theatre. The Smeliansky’s words, "the Stanislavsky
historical Moscow Art Theatre tour of 1923– industry in the US". In 1931 Strasberg,
1924, 380 productions performed in 12 together with Clurman and Crawford, founded
months, not only shook the US theatre world the Group Theatre (1931–1941), America’s
but led to the creation of the American first permanent professional company, having
Laboratory Theatre (1923–1930), which chosen the Stanislavsky System as the basis of
became the first place where American actors its acting methodology. For more than thirty
were consistently exposed to the Stanislavsky years Strasberg was the head of the Actors
System. Artistic Director of the theatre Studio (opened in 1947), where the
Richard Valentinovich Boleslavsky (1887/89– Stanislavsky System was definitively
1937), actor of the Moscow Art Theatre, actor transformed into its American version – the
and director of the First Studio, in 1910s was Method3 , which in the 1950s acquired a
1! Term "System" for the first time appeared in Stanislavsky’s work The Program of an Article: My System, written in
June 1909 (Archive of the Museum of the Moscow Art Theatre, K. S. Stanislavsky Fund. № 628, p. 46-48). In Russian
Stanislavsky himself and other authors in different years spelled the word System differently: “system”, System, or just
system; in the present work this term is spelt according to the norms of English language – the Stanislavsky System.
! Boleslavsky R. Acting: The First Six Lessons. NY, 1933.
2
3!In this work we always keep term the System for Stanislavsky’s own ideas and term the Method – for American
interpretation of the Stanislavsky System, mainly in the teaching of Lee Strasberg.
In some of my previous writing I’ve also used shortcuts the American Method and the Russian System in clear
understanding that Stanislavsky–Boleslavsky–Strasberg research of the human’s nature and psychophysiology in
application to the actor training is the holistic process of the discovery of the objective natural laws common to actors
around the world. In Stanislavsky’s own words: "My System is for all nations. All people have one nature, but
adjustments are different. The System does not touch adjustments" (Stanislavsky K. S. Iz zapisnih knigek. М.: VTO,
1986Vol. 2. P. 313. )
A number of principles of Boleslavsky’s and The Novelty of the research is defined by the
Strasberg’s school are documented in the fact that for the first time in Russian
literary heritage of both masters. Two director- scholarship the directing and teaching of
teachers not only passed on their knowledge of Boleslavsky and Strasberg are analyzed as an
the Stanislavsky System to the new experiment in the development of the
generations of theatre practitioners, but Stanislavsky System in a wide cultural and
effectively developed and adapted it with historical context; we have significantly
regard to the new tasks of theatre, and, most enriched the knowledge of the activities of the
importantly, theoretically comprehended this Laboratory Theatre, the Group Theatre and the
process. That is why their literary and Actors Studio whose work forms the most
pedagogical work is of particular value to important through line of the history of
contemporary theatre training – as a matter of American theatre in the 20th century.
fact, a considerable part of the writings by Boleslavsky’s and Strasberg’s directing and
Boleslavsky and Strasberg are dedicated teaching are for the first time examined as a
specifically to the methodology of actor complex phenomenon, including their
training. directing, the practice of actor training and
Thus, Boleslavsky’s and Strasberg’s creative elaboration of theoretical concepts of actor’s
work plays a significant role in the history of work.
the world-wide dissemination of the Theoretical interpretation of the subject of the
Stanislavsky System in the 20th century and research is also conducted on the basis of the
becomes one of the brightest chapters in the author’s experience as director and acting
history of Russian-American theatre teacher4.
4!Practical research of the correlation between the System and the Method has been taking place in the author’s teaching
in the Acting Studio of the St. Petersburg State Theatre Arts Academy (which he is the head of since 1998), during the
numerous international workshops in leading theater schools of the world, and out of his experience of directing
productions at the RADA (Royal Academy of Dramatic Art, London, 2000, 2007), DeLand University (USA, 2001),
National Theater Institute at the Eugene O'Neill Theater Center (USA, 2003), the NIDA (National Institute of Dramatic
Art, Sidney, 2010).
It’s no coincidence that analyzing the crisis in published in English earlier than in Russian, so
the understanding of Stanislavsky’s legacy in the majority of translations into the languages
the Soviet theatre of 1950s, Smeliansky, in his of other nations during the 20th century were
preface to the second volume of Stanislavsky’s based on the American editions. And today the
collected works emphasized that it was "the number of new English language editions
community and kinship of the world theatre about the Stanislavsky System is not smaller
that extended the life of Stanislavsky’s ideas"5.
Russian and Soviet theatre culture will be continuity in theatre pedagogy, which
positioned in the space of the world theatre determines creative substance, methodology
art"6.
Today, when attempts are made to diminish the Materials, that were analyzed in the research
System’s significance or to prove its includes9:
5! Smeliansky A. M. Professiya – artist // Stanislavsky K. S. Collection of works: In 9 vol. М., 1989. V. 2. P. 36.
! 6 Sibiriakov N. N. Mirovoye znacheniye Stanislavskogo. M., 1988. P. 12.
7! Smeliansky A. M.: Interview / recorded by O. Fuks // Kultpokhod. 2008. № 4. P. 36.
8!Problem of continuity in theatre directing and teaching occupies one of the most important parts in author’s research.
In 2003 he had defended his first Ph.D. dissertation “Problem of Continuity in Theatre Directing and Teaching:
Formation of Sulimov’s School of Directing” (2003), devoted to his teacher Mar Sulimov, leading Professor of
Directing at the St. Petersburg State Theatre Arts Academy in 1960-90s. Later he published: Tcherkasski S. Valentine
Smyshlyaev – Actor, Director, Theatre Teacher. St.Petersburg, 2004 (about a member of the MXAT First Studio, notable
director and teacher); Sulimov’s Productions or Foretaste of Pedagogy in Sulimov, Mar Initiation To Directing. St.
Petersburg, 2004; and most recently – Sulimov’s School of Directing / Ed. S. Tcherkasski. St. Petersburg, 2013.
9!In the present publication we had to omit the overview of the dissertation’s bibliography which consists of 1500 titles
in Russian and English. For details see afterword at the end of this publication.
W. Seymour, R. Gasper and etc.; The subject, objectives and goals of the
research are identified, a brief characterization
– American newspaper and magazine reviews of Boleslavsky’s and Strasberg’s work is
of the productions of the 1910s – 1950s; provided as well as of that of the theatres they
– archive materials from the Archive of the created – the Laboratory Theatre, the Group
Moscow Art Theatre Museum (manuscripts of Theatre and the Actors Studio.
K. S. Stanislavsky, S. Adler, R. V. Boleslavsky, The significance of the Stanislavsky System
materials of the work of the First Studio); from for the American theatre is revealed, as well as
New York Public Library (Boleslavsky’s the relevance of the exploration of its
lectures Creative Theatre and lectures at the development in Boleslavsky’s and Strasberg’s
Laboratory Theatre of 1925–1926, materials work for the contemporary actor training.
from the collection of J. Stoddard and R.
Bochnen about the work of the Laboratory Further an analysis of literature on this topic
Theatre and the Group Theatre, the manuscript and an overview of Boleslavsky’s and
of K. S. Stanislavsky’s An Actor’s Work on Strasberg’s literary heritage are provided, and
Himself), from the archive of the Lee Strasberg the terminology used is specified10.
Theatre and Film Institute in New York (Lee In the first chapter "The Stanislavsky
Strasberg’s lectures and documents); from the System and Theatre Work of Richard
private archives of American theatre Boleslavsky in the 1910s" we analyze the
practitioners and researchers (J. W. Roberts, process of origin and development of the
M. Gordon, R. Ellermann); Stanislavsky System which defined
– video materials: films by R. V. Boleslavsky, Boleslavsky’s formation as an actor, director
Rasputin and the Empress, The Painted Veil, and teacher.
Les Misérables, The Garden of Allah, Men in For this purpose in the first section
White, etc., numerous films of the 1930s – "Stanislavsky’s Research of the Inner
1980s starring actors from the Group Theatre Psychotechnique of an Actor in the 1900s –
and Actors Studio ; 1910s" the so-called "early period" of the
! 10
For example, we underline that the System is not the entire creative legacy of Stanislavsky, but only part of it – the
system of the actor training, built on the study of the objective laws of nature. Problems of Stanislavsky’s own practice
as an actor and director, his aesthetic views, principles of theater management, etc. remain outside of thus defined the
System concept, though they are actively involved in its analysis.
of that period, affective memory became the The author of the present research reveals that
leading (fundamental) element in an actor’s it was in the period of the 1910s that
inner creative state. Stanislavsky became the Stanislavsky found and described almost all of
first theatre practitioner who started to develop the elements of an actor’s psychotechnique.
the methods of using this psychophysiological Some of them will change their names in the
quality of a man discovered by the French process of the development of the System, but
psychologist Théodule Ribot in theatre a set of elements even in the 1930s will by and
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practice. It is affective memory or "living large remain the same as it was in the 1910s,
memoirs" (Stanislavsky’s term) that make and the period of the 1920s will mostly add
"secondary feelings" (Vakhtangov’s term) on elements of external technique.
stage authentic and truthful.
The First Studio of the Moscow Art Theatre
Besides that, Stanislavsky is searching for the was Stanislavsky’s main research laboratory of
methods of training of certain elements of an the early period. The most consistent teaching
actor’s inner creative state and for the first of the System taking place in the Studio in
time in the history of European theatre art he 1912–1916 and the creative evolution of the
consistently studies the tradition of yoga. A Studio itself during the whole decade were
parallel reading of Stanislavsky’s works and among the most brilliant pages of the theatre
books by yogi Ramacharaka (the pen name of history of the 20th century, they truly fertilized
American author William Atkinson, 1862– the development of world theatre. Here the
1932), combined with examples from the genius of Vakhtangov and Michael Chekhov
rehearsal practice of the Moscow Art Theatre was formed; here the whole constellation of
and the First Studio reveal that it was yoga that the future leading actors of the Russian theatre
gave Stanislavsky a reliable technique for the was born. Many of the leading actors of the
training of many elements of the System such First Studio in the 1910s later became
as muscle release, communication, attention, significant figures in the US theatre pedagogy
visions and “I am". Besides that, Stanislavsky (Chekhov, Boleslavsky, Ouspenskaya,
uses the yogic concept of prana and draws Solovyova, Jilinsky, Lazarev), and each of
upon the yogic notions of the solar plexus11.
! 11
For detailed analysis of Stanislavsky and yoga connections see two articles by the author published in Stanislavski
Studies e-journal, Issues 1 and 2.
! 12 Stanislavsky K. S. Sobraniye sochineniy. In 9 vol. Vol. 2. P. 42.
The author of the research reveals that The experience of the "outlined grotesque"15
actor training and daily lessons based on the impact on the first big production directed by
System. Rehearsals smoothly flowed into Boleslavsky outside of his alma mater. The
classes, and classes enriched rehearsals. As a Torn Cape by S. Benelli at the Bolshoi Drama
result, Boleslavsky, drawing on the lessons of Theatre in St. Petersburg, then named
Petrograd (1919), where, according to the
attention to performers which lead to their national playwriting (O’Neill, Lawson, Rice,
harmonious self-revelation. Boleslavsky’s Treadwell, Howard, Barry), directors
rehearsals "were filled with an over-riding becoming stronger ( Hopkins, Moeller, Light,
sense of joy and love"19.
which initially appeared in English (1924). in acting, classes in movement, ballet, speech,
Besides that, the model of a repertory theatre voice, history of theatre and international fine
with a permanent company demonstrated by arts. Information is provided about the
the Moscow Art Theatre showed the artistic teachers of the Lab, about the work – starting
advantages of collective creative work lost by from 1926 – of the directing class, which was
American theatre under the pressure of the attended by Lee Strasberg and Harold
commercial forms of organizing theatre . Since Clurman. A special place is allotted for the
the 1923–1924 tour of the Moscow Art Theatre professional biography and teaching principles
a dream about repertory theatre, theatre as an of outstanding actress and leading teacher of
artistic home has been living in the American acting Maria Alexeyevna Ouspenskaya (1887–
theatre. The establishment of the Laboratory 1949), a founding member of the First Studio
Theatre (1923), the Civic Repertory Theatre of of the Moscow Art Theatre, Boleslavsky’s
Eva Le Gallienne (1926), the Group Theatre faithful ally at the Laboratory Theatre, a fellow
of the yogic organization SRF, and
stories (The Sea-Woman’s Cloak by Rives- chorus – two tenors shouted at this point, two
Trubetskoy resonates with Balladyna). baritones at that. He discovered and directed
some eighty-seven set cues for crowd
Boleslavsky always underlined that the Lab reactions in the first act of Vagabond [King]
"must get it roots into American soil"25; he
theatre, and that had an impact on the a festival gaiety"28, noted "high spirits and
playwright’s creative development – there is animal gusto of his direction"29. And many
evidence that Wilder’s observations of the Lab descriptions by Brooks Atkinson prove that
actor’s exercises had given him the idea of an acting in Boleslavsky’s productions was both
empty stage and imaginary props which he psychologically convincing and consistent
used in Our Town. with the vaudeville and burlesque staging30.
! Brown J. M. The Director Takes a Hand // Theatre Arts Monthly. 1926. Vol. 10. No. 2. P. 76.
28
! Ibid.
29
! See: Atkinson J.B. The Play // New York Times. 1925. 19 Deс.
30
Horton, Mr. Moneypenny by Pollock, Judas by In this section we analyze the article The First
Ferris and Rathbone, etc.), connected with the Lesson in Acting: Concentration (1923), which
obvious weaknesses of the plays, gives the starts the cycle of Boleslavsky’s works that
opportunity of revealing the story of subsequently formed his main book Acting:
Boleslavsky’s compromises and artistic The First Six Lessons. The article considers the
disappointments which lead to his departure program of actor training (later fairly
from the Lab and the theatre as a whole. adequately realized in the practice of the Lab),
At the end of the section we provide a brief establishes the priority and significance of
characterisation of Boleslavsky’s work in concentration and training of the sense
Hollywood (1932–1937) and conclusions memory (five senses). Boleslavsky’s lectures
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about the results of the 7-year work of the in the Laboratory Theatre 1925–1926s reveal
Laboratory Theatre for the subsequent the connection between the sense memory and
development of American theatre. launching of the mechanism of affective
memory.
In the third section of the second chapter "The
Basic Principles of Boleslavsky’s Directing Boleslavsky’s understanding of dramatic
and Teaching and His Literary Legacy" we action is discovered when we read his article
carry out analysis of Boleslavsky’s literary and Fundamentals of Acting (1927), in which he
pedagogical legacy, which consists of proposes an original model of the analysis of
transcripts of his lectures from different years, an actor’s stage life. It is presented as a swing
about fifteen articles and the book Acting: The "problem step / action step", and thus the alive
First Six Lessons. It vividly reflects his process of an actor is interpreted not as a
teaching at the Laboratory Theatre, based on vector of action directed towards a certain
his experience during the Moscow Art Theatre goal, but as an action which is every moment
and First Studio years and the development of altered through the comprehension of the next
his own views on teaching theatre, and also task in the process of the perception of given
provides the opportunity to analyze what circumstances.
exactly Strasberg took from his teacher at the The analysis of further publications of the
Lab. Lab’s artistic director provides arguments
Boleslavsky’s lectures Creative Theatre (1923) allowing disagreement with J. W. Roberts who
lay the foundation for the ensemble collective states that after 1926–1927 Boleslavsky’s
theatre work and the necessity of a unified teaching changed its priorities from affective
acting technique for a company; they separate memory to action. On the contrary, it is in
the theatre of experiencing from the theatre of these years that Boleslavsky independently
representation and introduce the basics of the comes to the ideas characteristic of the
actor’s technique allowing him to "live the synthesizing period of the development of the
part". It is not by accident that the whole Stanislavsky System. In the article A Second
structure of lectures leads to the question of Lesson in Acting: Memory of Emotion (1929)
the use of affective memory in an actor’s he unfolds examples of the use of affective
work. In 1923 that was the core of memory (which haven’t lost their methodical
problem of their correlation with an author’s both Stanislavsky and Boleslavsky prove the
writing (A Fourth Lesson in Acting: fruitfulness of the basic ideas of the System.
Characterizations), approaches to observations At the end of the second chapter the author
(A Fifth Lesson in Acting: Observation), the draws conclusions about the significance of
analysis of the levels of the rhythmic Boleslavsky’s directing-teaching and theoretic-
organization of life and the influence of methodological work of the 1920s – 1930s for
rhythm on the subconsciousness and emotional the development of the 20th century American
life (A Sixth Lesson in Acting: Rhythm) – are theatre. The major milestones of his work are
tied up in an integral system of actor training. the creation of the unique school-studio-
In conclusion, we provide a general evaluation theatre Lab, its teaching curriculum which was
of the book Acting: The First Six Lessons the place where hundreds of students became
(1933) – the first book on the System in the familiar with the Stanislavsky System, and
English-speaking world which was published various productions of Shakespeare, Hamsun,
before An Actor's Work on Himself by Labiche, Wilder, Rives, Dane, Romains,
Stanislavsky. Besides its methodological Schnitzler etc., as well as the book Acting: The
value, the book is known for its clarity, First Six Lessons.
laconism, elegance of dialogue and literary In the third chapter "Formation of the
mastery which have made it one of the most Method in Practical Theatre Work of Lee
popular books on the Stanislavsky System. Strasberg in the 1920s – 1940s" the author
The author concludes that Boleslavsky’s proposes the periodization of the history of the
directing, teaching and theoretical research in Group Theatre which became "an artistic
the second half of the 1920s come close to the achievement unparalleled in American
dialectic comprehension of the connection theatre"32 , establishes its succession to the
between emotions and action, to the Moscow Art Theatre’s ideas and methodology
harmonious understanding that emotions may of the Stanislavsky System ( Strasberg,
indeed be triggered by action, but the only Clurman, Adler, Stoddard, and Nelson studied
source of their creation is an actor’s emotional in the Laboratory Theatre under R.
memory. Boleslavsky and M. Ouspenskaya). In the
beginning of the chapter the priorities in the
! Actors
32 on Acting / Ed. T. Cole, H.K. Chinoy. NY, 1970. P. 543.
Racine to Andreyev and Synge) and as a you feel, how would you react, if you found
process of the search of like-minded people for yourself in the given circumstances described
the permanent company of the future theatre. in the play?", Strasberg replaces with the
Strasberg’s productions of 1928 – New Year’s question "Author and director demand that the
Eve by Frank and Balloon by Colum – feature character behaves in this scene in a certain
the actors who will soon be lead actors at the way. What motivates you, an actor, to behave
Group: Carnovsky, Tone, Meisner. this particular way?" Examples from
In this chapter the role of the Group Theatre Strasberg’s work analyzed by the author reveal
ideologist, Harold Clurman (1901–1980), is the fruitfulness of such an approach, which
revealed, as well as that of his famous Friday especially was in demand when actors worked
night lectures in the season of 1930–1931, and in film.
Cheryl Crawford’s (1902–1986) management The Group Theatre productions directed by
is characterized. Together with Strasberg they Strasberg (besides those mentioned they
formed a trio of director-managers of the new include 1931– by Sifton and Sifton, 1931;
theatre who, together with 28 actors, on June 8 Night over Taos by Anderson, 1932; Success
1931 went to the summer camp in Brookfield Story by Lawson, 1932; Gentlewoman also by
for the rehearsals of the first production of the Lawson, 1934) are examined in the context of
Group Theatre. American socio-economic life in the "Red
The first period of the Group’s work (summer Decade" (1930s); we analyze the repertoire of
of 1931 – summer of 1934) is connected with the theatre which included only contemporary
the establishment of the methodology of work American plays. The theatre "with its own
and formation of a common acting technique opinion" dared to disagree with influential
under Strasberg’s undivided directorial Broadway critics; and an example of the
guidance. Strasberg’s seven productions define Group Theatre’s struggle against Broadway
the theatre’s path from its first artistic success critics for its own audience and for the life of
(The House of Connelly by Green, 1931) to the the production of Success Story discovers the
wide acclaim and, as a result of that, to box- company’s moral unity as well as the main
office success of the theatre (Men in White by contradiction in the life of the theatre – its
Kingsley, 1933). Work on productions was
analyze the causes of the failure of Lawson’s We analyze Strasberg’s negative reviews of
Gentlewoman (1934) which eventually led to certain Moscow Art Theatre productions
the conflict between Stella Adler and Lee marked by a decline of creative discipline,
Strasberg. Strasberg’s admiration for Meyerhold, who,
Analysis of the Group Theatre under the for the young American director, became "the
artistic direction of Strasberg provides proof embodiment of the art of directing", "the
that the company was a theatre-school, and its genius of theatre" (Strasberg’s article about
actors were united by increased interest in the him was titled The Magic of Meyerhold),
technique of acting and its methodology. That whose actors, however, lacked (according to
is why analysis of the Group’s actor training Strasberg) "emotional authenticity". We draw a
curriculum becomes the subject for a separate conclusion that the question of the application
discussion in the second section of this of the fundamentals of the Stanislavsky
chapter. System outside of realistic playwriting, the
question of correlation between the inner truth
In the second section of the third chapter of an actor and theatricality of a production
"Curriculum of Actor’s Training at the turns out to be in the center of Strasberg’s
Group Theatre and the Influence of the creative reflections, and productions of
Russian Theatre Art of the 1920s – the 1930s different theatres which he saw in Moscow
(K. Stanislavsky, E. Vakhtangov, V. become the most important lesson and
Meyerhold)" particular attention is paid to guideline to his subsequent directorial trials.
Strasberg’s first attempts of building a
curriculum in Method training. The unique The section is finalized by the juxtaposition of
experience of three summer training periods in a number of conflicting sources (memoirs of
1931, 1932 and 1933 largely guaranteed the Adler, Clurman, Stanislavsky) in order to
unity of the Group Theatre’s acting technique. uncover the essence of Stanislavsky’s lessons
The curriculum of the first summer (summer with Stella Adler which took place in Paris in
of "emotional authenticity", as it was July 1934. Upon her return to the US Adler
nicknamed by the actors themselves) laid informed the Group Theatre members that
emphasis on the actor’s psychotechnique Stanislavsky had rejected affective memory as
(exercises on sense memory and affective a source of emotions in favour of action, and if
! M.
33 Gorelik cited at: Smith W. Real Life Drama. P. 72.
In Strasberg’s opinion, shifting accents from the 1930s – both in the USSR and in the US –
affective memory to action was both incorrect are, first of all, the insufficiency of
and non-productive. Strasberg admitted that Stanislavsky’s own written comments on his
Stanislavsky had new ideas, but considered work and, secondly, the multiplane nature of
them erroneous. Strasberg underlined: "If you Stanislavsky’s research at that period. "Late"
are unable to bring in emotion, then what is the Stanislavsky comes to the new understanding
point of action? Stanislavsky says clearly: ‘If of action as an integral psychophysiological
your senses are working and if you’re in good process, in his research works the concept of
adjustment with your partner then all you need physical being (physical existence) is
is the action’. If everything works perfectly gestating. At the same time, in the 1930s
then you don’t even need the action! However, Stanislavsky still considers affective memory
if you have only action and other things not, – as a key element of actor’s psychotechnique
then nothing’s working"35.
interpreted Stanislavsky’s views of the 1930s philosophy and practice on the System which
in their heated arguments, the rehearsal goes back to the 1910s is of a longstanding
practice of the creator of the System was nature and apparent in Stanislavsky’s rehearsal
examined by the author of the present work and research work of the 1930s. About one
not in the rendering of his American followers, third of the System’s elements, mentioned in
but according to the first-hand source. Two An Actor’s Work on Himself up to our day are
questions were brought to the center of improved by yogic training.
attention – they are essential not only for The present research challenges the simple
interpretation of the methodological conflict at scheme that has taken root in the perception of
the Group Theatre, but also for the many theatre practitioners: early Stanislavsky
understanding of the development of the (the System’s leading element – affective
Stanislavsky System itself. The first question memory) vs. late Stanislavsky (the System’s
the logic of the Stanislavsky System’s contrasting the System’s elements. The
development – from the analysis of separate methodological split at the Group Theatre
elements of an actor’s inner creative state concerning the use of affective memory and
(through Ribot’s discoveries and yoga action, as the author of the research reveals,
practice) and the realization of the role of was determined by a whole range of diverse
unconscious processes in acting – to reasons: different experiences gained by
elaboration of various conscious methods of Strasberg and Adler at the Laboratory Theatre
triggering unconscious processes in acting, classes which they took at different times and
creation of the inner creative state, "I am" (use different situations – those of studying in a
of the mechanisms of affective memory, class and producing a show; historical
leading from senses to the true emotion, use of circumstances of the "Red Decade", calling for
physical actions and sensations, etude action both in life and on stage (according to
technique, etc.). Today in Stanislavsky’s an American scholar, "action was the cry of
legacy it is timely to distinguish, according to the 1930s and of the Group"39); the conflict
V. M. Filshtinsky, three principal parts: "The between the matured actors and the director
first one – teaching about physical existence as who created them – Strasberg’s authoritarian
an inseparable from psyche and foremost perfectionism did not correspond with the
element of our psychophysiology. The second company’s democratic aspirations; the fact that
one – analysis of events of life in a play as the supporters and opponents of the use of
most important instrument of a director affective memory belonged to different
("method of active analysis"). The third one – psychological types of actors (it is more
etude method of actor’s work (or etude clearly seen when we compare the
approach)"37.
Besides that, we analyze the conflict of the Suggested by the author to be a complex
Group Theatre’s Actors Committee with the philological and theatricological analysis of
directors of the theatre after which, at the reasons why Strasberg quoted Hamlet in the
beginning of 1937, both Strasberg and book’s title justifies the choice of its Russian
Crawford left the theatre. At the same time, an translation according to Boris Pasternak’s
overview of productions of Clurman, who poetic version of Shakespeare’s line.
became the head of the theatre, allows us to
note that, although the tactics of rehearsals This chapter contains a brief overview of
were changed, methodologically they were Strasberg’s activities at the Actors Studio – he
based on the principles of actor training and was its Artistic Director in from 1951 to1982, -
common acting psychotechnique of the and Strasberg’s private acting classes. It was
company which were established during the here that in the 1950s Strasberg’s Method
years of Strasberg’s work. The same acquired its self-reliant, complete and classical
conclusion can be made if we analyze the form, and Method acting gains acclaim and
playwriting technique of Clifford Odets becomes the foundation of an American school
of acting. This allows us to concentrate on the
In the section we examine in detail the – the actor who is "allowed" to perform
procedures for emotional memory exercise – psychophysical actions has to be already, i.e.
the basic exercise of the Method. According to trained in advance in emotional reactions. And
Strasberg, emotional memory is evoked from Strasberg continues: "I have found no
subconsciousness through the work of five difficulty in using the emotional-memory
senses (i.e. sense memory). This formulation is exercise and have developed specific
more than valuable as it tightly connects three procedures for its use" 43.
categories – emotional memory, sense memory In the third chapter it was shown how
and subconsciousness, and suggests Stanislavsky, having switched his attention in
mechanisms of their use and training which the 1930s to physical actions, did not cancel
were elaborated in detail by Strasberg during the use of affective memory, moreover, he
the decades of his work. continued relying on it and made it the basis of
Following Strasberg’s arguments, the author of psychophysical action, in a broader sense – of
the dissertation examines examples of the existence on stage. In his turn Strasberg,
work of the mechanism of affective memory in choosing his own path, does not reject
Proust’s and Wordsworth’s literature works. Stanislavsky’s action approaches. This reflects
We thoroughly reconstruct the scholarly the transition of the System from its early,
polemics around this psychophysiological analytical period, when the accumulation of
quality of a man in the works of Penfield, knowledge about its separate elements was
Simonov, . Ilyin, Blonsky, and Osipov in taking place as well as the study of the means
which we can discern concepts with applied of their training, – to the synthesizing stage
relevance for the actor’s profession. We find which is characterized by the free combination
out that the development of emotional memory of different approaches and techniques helping
largely determines predisposition to acting and to achieve the main goal of the System – the
creativity in general. integral, holistic and inspired inner creative
state of an actor.
In this section we provide and analyze the
difference between Strasberg’s approach and Given examples of the use of affective–
Stanislavsky’s work in the 1930s which emotional memory in the First Studio of the
memory; from external objects, available for school. The fruitfulness of Stanislavsky’s ideas
observation, – to internal objects which can be of the 1910s, flourishing in American theatre,
revived only if we use inner concentration. as well as the more thorough analysis of the
Exercises ascend from one object of attention history of the development of the System
to several objects, the training of multi-layered allowed looking afresh at its earlier period,
concentration takes place, and the text is which should be perceived as the fundamental,
added. A whole range of exercises on the list basic period, not cancelled by the later one.
are authorial, created by Strasberg himself: The analysis of Lee Strasberg’s directing and
emotional-memory exercise, personal object teaching proved that he managed not only to
exercise, private moment exercise, song-and- adopt many of Stanislavsky’s ideas, but also to
dance exercise and etc., and we pay close develop them substantially, make a number of
attention to the description and analysis of methodological discoveries enriching the
those. world theatre practice and also being of
In the part of the section dedicated to the work interest today in the motherland of the
on a role, we analyze a substantial example of Stanislavsky System itself. Among the
Strasberg’s tactics of using an exercise on fundamentals of Strasberg’s Method are the
emotional memory in the work with the Group following:
actor Bohnen on a scene from Lawson’s – the methodology of use of affective
Success Story. (emotional and sense) memory in an actor’s
In the final part of the chapter we draw a work, revealing of the diversity of triggers of
conclusion about the succession of Strasberg’s authentic emotions and the genuine inner
Method to the principal concepts of the creative state of an actor. Strasberg interrelates
Stanislavsky System; we also single out three categories – emotional memory, sense
methodological aspects, in which the disciple memory and subconscious, and suggests the
of Stanislavsky’s disciple moved forward mechanism of their use and training. He
along the path of exploration of the objective concentrated his researches namely on the
laws of the actor's creative work and recalling of a true emotion through the inner
methodology of their use in actor training. reconstruction of the sensory reality of the
In the Conclusion of the dissertation we previous experience of an actor, moving along
provide a resume of the work conducted, the path of sense memories to the authentic
emotion. The procedures of finding the
non-realism playwriting and subsequently actor’s instrument before the work on a play.
came in much greater demand by actors Strasberg’s literary heritage contains more
working in film; than one warning to the teachers of acting who
– the methodology of relaxation, elaboration replace the task of developing the apparatus of
not only of the questions of physical a young actor with directing a scene for the
relaxation, but also the problems of the release exam. Among significant methodologies of
of psychophysical tension and the ability to actor training suggested in the 20th century, the
express freely the truth of intensive inner majority is created by directors (. Stanislavsky,
emotions of an actor. In the practice of Meyerhold, Grotowski, etc.), a smaller number
Strasberg’s acting classes actor training came – by actors ( Chekhov). Strasberg’s Method
close to modern body oriented psychotherapy was created by a teacher.
– the system of Reich, methods of Alexander Stanislavsky’s legacy and its development in
and Feldenkrais, Lowen’s bioenergetics, Strasberg’s theatre pedagogy, the System and
technique of Pilates, etc., and elaboration of the Method represent different historical
individual relaxation trainings; phases of the holistic research of actor’s
– versatile technique of etude-improvisations. psychophysiology. They are different in some
Use of them – "especially complicated and of their approaches to the achievement of the
ingenious one" – both at the phase of an inner creative state, but they are substantially
actor’s work on himself and work on the role united by one main thing – the search for the
and production – "became Strasberg’s objective laws (laws of nature itself) in acting.
trademark in the Group era"44. According to
! 44 Gordon M., Lassiter L. Acting Experiments in the Group // Tulane Drama Review. 1984. Vol. 28. No. 4. P. 7.
Besides that, I would like to extend particular gratitude to two American scholars – Robert
Ellermann and Sharon Carnicke. Any English speaking expert might be surprised to see these two
names mentioned together as they think very differently on the subject of the Stanislavsky and
Strasberg relationship. However, meetings with them had a definitive impact on my research and
me personally. Getting acquainted with Sharon and her outstanding book Stanislavsky in Focus in
1998 helped me, for the first time, to discover the drama and greatness of Stanislavsky’s story in the
US and encouraged me to start my research. Its logic brought me in 2007 to the Lee Strasberg
Theatre & Film Institute where a meeting with Robert overturned many of my notions about
Strasberg’s teaching, and archive materials which Robert generously and selflessly introduced me to
turned out to be invaluable – without them my research would have been totally different. And in
2009 conversations with Sharon when we both participated in the conference Stanislavsky in
Finland prompted me to deal closely with the subject of the influence of yoga on Stanislavsky
which resulted in my book Stanislavski and Yoga published in 2013.
And, of course, it would be impossible not to mention the generosity of the Lee Strasberg Institute
and not to thank its Artistic Director Anna Strasberg and President Victoria Krane, who gave me the
opportunity to work with Lee Strasberg’s archives and attend classes of the Institute’s leading
professors.
It also became crucial for my research to meet in person the outstanding scholar and translator of
Stanislavsky’s texts into English Jean-Norman Benedetti (1930–2012); this meeting took place
during the colloquium Stanislavsky Technique in Britain and Russia, which we both co-chaired in
2007. Enriching dialogue with David Chambers which has gone on for almost twenty years is also
of great value to my work and for me personally. Besides that, I am grateful to a great number of
American directors and teachers, who shared with me their reflections on professional training of
actors – Michael Howard, Zelda Fichandler, William Esper, Tom Oppenheim, and, of course,
Estelle Parsons, who opened to me the doors of the celebrated Actors Studio where I not only
attended the sessions, but was also honored to actually lead one of them.
I regret not being able to mention all the colleagues who helped me in my archival research,
answered my questions, and shared with me their knowledge. It seems to me that the number of
people who provided me with generous help once again proves the importance of the subject this
work is dedicated to.
St. Petersburg, November 2013
stanislavskistudies.org Issue # 3, November 2013 121
!
Система становится Методом: Станиславский –
Болеславский – Страсберг
!
Сергей Черкасский
!
Настоящая статья является авторской версией официального автореферата диссертации
С. Д. Черкасского «Режиссерско-педагогическая деятельность Р. В. Болеславского и Л.
Страсберга 1920-х – 1950-х годов как опыт развития системы Станиславского» на
соискание степени доктора искусствоведения (Специальность 17.00.01 – Театральное
искусство), защищенной в Санкт-Петербургской государственной академии театрального
искусства в мае 2012 года. При подготовке автореферата к печати в журнале «Stanislavski
Studies» были произведены ряд сокращений и композиционных изменений. Структура
предлагаемого текста такова:
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И. В. Ступников,
доктор искусствоведения,
профессор Санкт-Петербургского университета,
1[Термин «система» впервые появился в работе Станиславского «Программа статьи: моя система», написанной
в июне 1909 года (Архив Музея МХТ, ф. К.С.Станиславского.
№ 628, лл. 46-48). Поскольку сам Станиславский и другие авторы в разные годы писали слово «система» по-
разному: «система», Система, или просто система, в настоящей работе этот термин пишется согласно нормам
современного языка – система Станиславского или Система. При этом в цитатах сохраняется форма написания
цитируемого автора.
[ 2 Boleslavsky R. Acting: The First Six Lessons. NY, 1933.
1[Термин «the Method» часто используется в англоязычном театроведении как синоним интерпретации системы
Станиславского в театральной педагогике Ли Страсберга. В настоящей работе этот термин также пишется как
имя собственное, т. е. с большой буквы – Метод.
Разумеется, словосочетания «американский Метод» и «русская Система» достаточно условны, они отражают
этапы единого процессы познания объективных законов в творчестве актера, тех законов самой природы,
которые едины для актеров всех стран. Как говорил сам Станиславский: «Моя система для всех наций. У всех
людей природа одна, а приспособления — разные. Приспособления система не трогает». (Станиславский К. С.
Из записных книжек. М.: ВТО, 1986. Т. 2. С. 313)
2[ Смелянский А.М. Профессия — артист // Станиславский К.С. Собр. соч.: В 9 т. М., 1989. Т. 2. С. 36.
[ 3 Сибиряков Н.Н. Мировое значение Станиславского. М., 1988. С. 12.
2C
В настоящей публикации опущен обзор литературы вопроса, содержащийся в автореферате. Подробнее см.
послесловие в конце публикации.
студии.
Рибо, в театральной практике. Именно
Выявляется значимость системы аффективная память, или «живые
Станиславского для американского театра и воспоминания» (термин Станиславского)
актуальность исследования линии её делают «вторичные чувства» (термин
развития в творческой деятельности Вахтангова) на сцене подлинными.
Болеславского и Страсберга для
современной театральной педагогики. Кроме того, Станиславский ищет
методы тренинга отдельных элементов
Дается анализ литературы вопроса и творческого самочувствия актёра и впервые
обзор литературного наследия Р.В. в истории европейского театрального
Болеславского и Л. Страсберга, уточняется искусства последовательно изучает
используемая терминология1.
! Например, подчеркнуто, что под термином система Станиславского мы понимаем отнюдь не всё творческое
1
наследие Станиславского, а лишь его часть – систему профессионального обучения и воспитания актера,
построенную на изучении объективных законов природы. Вопросы же актерской и режиссерско-постановочной
деятельности Станиславского, его эстетические взгляды, принципы организации театрального предприятия, и
т.д., и т.п. остаются за пределами этого понятия, хотя и активно привлекаются к анализу развития Системы.
2[Подробнее о Станиславском и йоге смотри две статьи автора, опубликованные в эл. журнале Stanislavski
Studies, номера 1 и 2.
Автор работы выявляет, что именно в Болеславского 1910-х годов (МХТ, Первая
период 1910-х годов Станиславским студия, БДТ)» раскрывает этапы
найдены и описаны почти все основные ученичества Болеславского.
элементы психотехники актёра. Часть из
них сменит в процессе развития Системы Анализ творчества Болеславского-
своё название, но набор элементов и в 1930- актера в МХТ и в Первой студии позволяет
е годы останется в целом таким же, как в сделать выводы о том, что он являлся ярким
1910-е годы, а период 1920-х годов добавит носителем школы Художественного театра,
в основном элементы внешней техники. обладал широким актерским диапазоном,
сценической заразительностью, хорошим
Главной исследовательской вкусом. Кроме роли студента Беляева, он
лабораторией Станиславского раннего играл Лаэрта в «Гамлете» Шекспира (1911),
периода была Первая студия МХТ. художника Тепловского в «Екатерине
Наиболее последовательное преподавание Ивановне» Андреева (1912), Альсида в
Системы, происходившее в ней в 1912– «Браке поневоле» Мольера (1913),
1916 годах и творческая эволюция самой Фабрицио в «Хозяйке гостиницы»
студии в течение всего десятилетия Гольдони (1914) и др. Позже Болеславский
относится к числу ярчайших страниц был введён на роль горьковского Сатина, и
театральной истории ХХ века, они когда во время американских гастролей
поистине оплодотворили развитие МХТ Станиславский был вынужден из-за
мирового театра. Здесь сформировался болезни уступить эту свою роль, из всех
гений Е.Б. Вахтангова и М.А. Чехова, здесь исполнителей он отдал предпочтение
родилась целая плеяда ведущих актеров именно Болеславскому.
российского театра. Многие из ведущих
актеров Первой студии 1910-х годов стали Автор исследования выявляет, что
значимыми фигурами в американской первая режиссерская работа Болеславского
театральной педагогике (М.А. Чехов, Р.В. – «Гибель "Надежды"» была неразрывно
Болеславский, М.А. Успенская, В.В. связанна с педагогикой, с ежедневными
Соловьева, А.М. Жилинский, И.В. Лазарев), уроками по Системе. Репетиции плавно
чувств»1.
3[ Эфрос Н.Е. Московский Художественный театр: 1898 – 1923. М.; Пг., 1924. С. 407.
6[ Soloviova V. Interview. 1975. 1 Dec. Цит. по: Roberts J.W. Richard Boleslavsky… P. 34.
2[
Stockton M. K. Report and Synopsis of Growth of the Laboratory Theatre from June 1, 1920 – June 1, 1928. Цит. по:
Roberts J.W. Richard Boleslavsky… P. 108.
[ 3 Smith W. Real Life Drama. NY, 1990. P. 15.
[ 1 Janney R. [From the Drama Editor’s Mailbag] // New York Herald Tribune. 1937. 31 Jan.
[ Atkinson
2 J.B. The Play // New York Times. 1925. 19 Dec.
[ 3 Brown J. M. The Director Takes a Hand // Theatre Arts Monthly. 1926. Vol. 10. No. 2. P. 76.
[ 4 Ibid.
[ Atkinson
5 J.B. The Play // New York Times. 1925. 19 Deс.
спектакля «Груп».
преемственность идеям Художественного Первый период работы «Груп» (лето
театра и методологии системы 1931 – лето 1934) связан со становлением
Станиславского (Л. Страсберг, Г. Клерман, методологии работы и формированием
С. Адлер, Ю. Стоддард, Р. Нельсон учились единой актерской техники под
в Лабораторном театре у Р.В. Болеславского безраздельным режиссерским руководством
и М.А. Успенской). В начале главы Страсберга. Семь спектаклей Страсберга
определяются основные направления определяют путь театра от первого
исследования режиссерско-педагогической творческого успеха («Дом Коннели» П.
деятельности Л. Страсберга в Грина, 1931) к широкому признанию и, как
рассматриваемый период, мотивируется
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1[
Цит. по: Дыбовский В.В. В плену предлагаемых обстоятельств // Минувшее: Исторический альманах. 10. М.;
СПб., 1992. С. 314-315.
[ 2 Фильштинский В.М. Открытая педагогика. СПб., 2006. С. 83.
исследований Станиславский
сосредоточился на попытке стимулировать направленных на достижение главного в
актерскую эмоциональную подлинность Системе – целостного вдохновенного
простыми и ненасильственными методами. творческого самочувствия актёра.
К сожалению, правильное утверждение Приведенные примеры использования
Станиславского о том, что эмоциями нельзя аффективной – эмоциональной памяти в
напрямую командовать, привело к ложному Первой студии МХТ и в практике
заключению, что они не могут быть Страсберга наглядно выявляют
стимулированы, что их нельзя побудить. методологический шаг вперед, сделанный
Станиславский никогда не отказывался от американским педагогом в тренинге и
требования к актеру быть способным использовании этого элемента творческого
проживать роль. Однако в связи с самочувствия, и позволяют наметить
трудностями, с которыми он столкнулся, он возможности использования Метода в
надеялся стимулировать актера, который современной российской театральной
был уже натренирован в эмоциональных педагогике.
реакциях (курсив мой – С.Ч.), посредством Во втором разделе четвертой главы
психофизических действий»1.
«Последовательность упражнений в
Выделенное курсивом замечание работе актера над собой и основные
принципиально – к выполнению принципы работы над ролью в Методе Л.
психофизических действий «допускался» Страсберга» разворачивается
лишь актер, уже, то есть предварительно, методологически разработанная строгая
натренированный в эмоциональных последовательность упражнений
реакциях. «Я же, – продолжает Страсберг, – Страсберга в работе актера над собой. Она
никогда не испытывал трудностей в развивается от простого – к более
применении упражнений на сложному, от объектов, которые находятся в
эмоциональную память и развил целый ряд непосредственном окружении актера, – к
специфических подходов для её тем, которые существуют лишь в его
использования» 2.
! 1 Gordon M., Lassiter L. Acting Experiments in the Group // Tulane Drama Review. 1984. Vol. 28. No. 4. P. 7.
величие истории Станиславского в Америке, побудило начать мое исследование. Его логика
привела меня в 2007 году в Институт театра и кино Ли Страсберга, где встреча с Робертом
перевернула многие из моих представлений о педагогике Страсберга, а архивные материалы, с
которыми щедро и бескорыстно познакомил меня Роберт оказались бесценными – без них мое
исследование было бы совсем иным. А в 2009 году совместное участие в конференции
«Станиславский в Финляндии» и беседы с Шарон подтолкнули меня вплотную заняться темой
влияния йоги на Станиславского, результатом чего стала моя книга «Станиславский и йога»,
вышедшая в 2013 году.
И, конечно, я не могу обойти молчанием щедрость Института Ли Страсберга, и не
поблагодарить его художественного руководителя Анну Страсберг и президента Викторию
Крейн, давшим мне возможность работать с архивами Ли Страсберга и посетить занятия
ведущих педагогов Института.
Принципиальным для исследования оказалось и личное знакомство с замечательным
исследователем, переводчиком текстов Станиславского на английский Дж. Беннедетти (1930–
2012), состоявшееся во время симпозиума «Станиславский в Великобритании», который мы
проводили вместе в 2007 году. Кроме того, я признателен целому ряду американских режиссеров
и педагогов, поделившихся со мной своими размышлениями о профессиональной подготовке
актеров – Майклу Хоуарду, Зельде Фичендлер, Уильяму Эсперу, Тому Опенхайму, Дэвиду
Чемберсу, и, конечно же, Эстель Парсонс, открывшей для меня двери прославленной Актерской
студии, где я не только посещал сессии, но также был удостоен чести провести одну из них.
Сожалею, что не смогу перечислить всех коллег, которые помогали в моих архивных
поисках, отвечали на мои вопросы, делились своими знаниями. Думается, что количество тех, кто
оказывал мне бескорыстную помощь, лишний раз доказывает важность темы, которой посвящена
эта работа.
Санкт-Петербург, ноябрь 2013 года