Special Section: TrainingUT Austin students inthe 2007 production ofElephants’s Graveyardfind out how many of their grads haverepresentation shortly after graduating.Headwall reports that upwards of80 percent of graduate students haveagency representation by July followingtheir graduating year.Mark rutkowskiPlaywritingThe Playwriting MFA program atthe University of Texas at Austin isdesigned for those who want to “activelyexplore, study and deepen” the waythey make plays in the future, saysSteven Dietz, professor of Playwritingand Screenwriting. Prospective studentsshould know what their careergoals are upon graduation, he says,and what kind of theatrical aestheticthey want to be exposed to throughoutthe program. Playwriting MFA studentsare a “diverse and eclectic mix,”he says. “Many have run small theatrecompanies or worked as actors/directors/performersbefore deciding toget their MFA in playwriting.”Students create networks within theindustry through the playwriting faculty,who all work regularly in theatre.“Every opportunity is made to enablestudents to be in residence at professionaltheatres to watch their professorsat work,” Dietz says.To get their unpublished worknoticed, playwriting students have regularopportunities to present their playsto outside “professional respondents,”Dietz says, including directors, dramaturgesand playwrights who come tothe university to offer critiques andevaluations of students’ work. Studentscan also showcase their work at thebi-annual New Works Festival, which“brings national and professional artistsin contact with our grad playwrights,”Dietz reports.In addition, students have the abilityto see their work turned into UTstudent productions for the Mainstageseason, Lab Theatre season and a programcalled UT New Theater. LocalAustin theatres and annual festivals areother outlets in the region that solicitstudent work. “We expect students toplay a major role in the process of seeingtheir work presented on campus,and strongly encourage them to selfproduce— even on a small scale — ona regular basis,” Dietz says.44 October 2008 • www.stage-directions.com
Special Section: TrainingWhat It Takes To Bea Theatre TeacherThree of the country’s most esteemed instructors share their approaches.By Lisa MulcahyIt goes without saying: To be a teacher, of any kind, is to be generous. An exceptional instructor imparts solidpractice, but the true greats are also eager to share their personal philosophies and life insights with theirstudents. Being a theatre teacher requires these attributes, plus another very important contribution — theirpersonal artistic experiences.What makes the following three teachers extraordinary isn't simply the fact that they each helm highly prestigioustraining programs, have forged lasting bonds with the graduates they mentor, or have honed cutting-edgeteaching methodology. It’s how each of them, as actors, directors and writers themselves, communicate and infusetheir love of live theatre in their students. Here, each of these great teachers talk about how they work.Dennis Krausnick, director of training atShakespeare and CompanySpeaking the SpeechDennis Krausnick's loveof Shakespeare has ledhim to become one of theBard's finest interpreters.A co-founder of the worldrenownedShakespeare& Company training programin Lenox, Mass.,Krausnick and his wife,the company's artisticdirector Tina Packer, andtheir master teachershave developed a uniquemethod that is focused on developing the actor's voice,as well as his/her intellect and imagination. Here he discusseshis training and technique.In NYU's MFA program, I was really blessed with brilliantteachers — Olympia Dukakis and Omar Shapley.I had enormous respect for these people and the factthat they were working actors and directors as well.Because of their example, I never had the idea that ifyou were teaching you were not doing.When I met Tina, she infused me with the excitementand vitality of actor training. In Shakespeare, there isno fourth wall — you must be attendant to the energyof the audience. Having the actor hold both realities —that of his craft and the audience's energy — gives him asense of intimacy with the audience. That's the sensibilitythat's truly developed itself in our program over thecourse of 30 years. In our laptop culture, we've diminishedthe power of our voices. A student in our programspends time working vocally and physically to unifybody, mind and soul. When you speak with the intelligenceof your body, you are speaking more fully andsharply than when you speak solely from the intellect,and the audience receives your spoken word differently,feeling the resonance of their own life experience.The greatest victories as a teacher are the onesyou don't know about. Really, I can't teach anybodyanything — it's not me who teaches a student, it's thestudent who learns, for whom a light bulb goes off ata future time and something they are doing correlateswith something I've told them. That's when learningtakes place.Never teach anything you haven't experienced inyour own body as an actor. Working with my students,I always have questions to ask as I watch them, and ifI think, “This question is too personal,” then that's thequestion I need to ask. This is another step in helpingan actor bring his individual voice to the text.Dennis Krausnick works with a student at Shakespeare & Company’s annual Month-Long Intensive.www.stage-directions.com • October 2008 45