Words of advice…

Sometimes, like last night, I see theatre that has not really been directed. I feel it is wise to be actually trained and skilled when one accepts the leadership role of the director; a little honesty or self-reflection is important when accepting work outside of one’s area of competence. Here is my running list of the basic ‘amateur’ errors. Why I’m so cross is that only 1 in 10 so called professionals avoids these kind of traps; just because you can crack your own knuckles doesn’t make you a chiropractor! 

Directing involves the creation of coherent rules for the management of time, space and change. It requires one examine alternation (time), differentiation (space) and causality (change). 

Here are the errors:

1. Turning off all the lights at the end of a scene while people bumble around in the dark covered by a recorded sound cue. This loses the audience’s attention and adds unnecessary length to the performance.

2. Allowing performers to enter and exit along the same trajectory. Appearance and disappearance is equal in weight to what gets said or done; trivializing them with a cuckoo-clock in/out movement makes the entire fragment pointless.

3. Actors need to have pauses of different lengths before they speak; one needs to create the illusion that the lines are spontaneous, not recited and a moment of suspension creates an impulse to speak. Sometimes lines need to be spoke over top of one another, likewise creating credible impulses. If there is no temporal and tonal variation in delivery, time both literally and subjectively slows downs as the work becomes more and more predictable.

4. There are often short fragments in a script that do not need to be performed; a character who comes on only once to do a little exposition is best cut and the semantic information transmitted by the text exchanged for visceral information given elsewhere.

5. Failing the identify the principal event of the performance and building towards and away from it creates a ‘dial-tone’ continuity in the performance that subdues rather than captivates the audience.

6. Failing in the details above leads to the performance being literally too long, requiring the insertion of an intermission; if your play needs an intermission for non-aesthetic reasons (i.e. people sitting down for too long, a need to sell drinks) it is very likely too long by at least 1/3. A poorly placed intermission makes the movement towards and away from the principal event even harder to manage. You can do pretty much anything written in 1.5 hours, unless of course you are attempting to stage the Mahabharata, the Iliad or a cycle of linked or history plays.

In any endeavor where you don’t actually know what you are doing, things take a long time. Directing is no exception. 

While there are lots of excellent artistic testimonies out there, there are almost no decent ‘how-to’ books on directing. Katie Mitchell’s is actually the only ‘in general’ directing book I’ve read that does not make matters worse.

While being able to operate a deep-fryer and flip a piece of meat from side to side might make one a professional short-order cook, it does not make one a chef!

Grr…

~ by Daniel Mroz on November 7, 2009.

5 Responses to “Words of advice…”

  1. I got a lot out of Dean and Carra’s book, though it’s mostly about blocking.

    http://www.waveland.com/Titles/Dean-Carra.htm

    Read it?

  2. Hi Jim,

    I think that’s pretty good as an introductory text, but I think of it as a ‘grade 12′ book, rather than a BA level text. I think that Katie Mitchell’s book is particularly strong in that it manages to be both thorough and broad in a relatively few number of pages. I think it is so strong because it is her distillation of the teaching of the ‘Russian School’ through her mentor Lev Dodin. Unlike in North American where acting and directing are taught through triage (find people who can already do the job, make them do it and give them comments) the Russians came up with a very detailed and incremental pedagogy. This thoroughness is reflected in Mitchell’s book – I’m sure you’ll like it very much indeed.

    D.

  3. I think this advice fits, at least metaphorically, to designing a curriculum and staging a compelling, captivating class.

  4. Thanks for the kind words Steven. This was not my most coherent post; sometimes I get a little upset by what I see as rampant mediocrity. I’d love to see you write something about the ‘dramaturgy of the Taiji class’. The beginning, middle and end; the initial event and the principal event; the role of space, time and change or differentiation, alternation and causality; what is the objective form of the class, what is the role of fiction; how a class different from a workshop in its dramaturgy? D.

  5. Uh oh…hmm… great challenge. I stuck the title in my drafts to work on. I’ve often come at this concept intuitively, particularly for workshops where I know client attention spans need crafty hooks and deliberate adjustments. I’ll take on a little more study to properly articulate the dramatury…

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