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Never before published transcripts from Lee Strasberg's teachings at his school in New York City in the last ten years of his life.

Building on both cognitive semantics and enactivist approaches to cognition, we explore the concept of enactive metaphor and its implications for learning. Enactive approaches to cognition involve the idea that online sensory-motor and affective processes shape the way the perceiver-thinker experiences the world and interacts with others. Specifically, we argue for an approach to learning through whole-body engagement in a way that employs enactive metaphors. We summarize recent empirical studies that show enactive metaphors and whole-body involvement in virtual and mixed reality environments support and improve learning.

\"Objectives, Obstacles, and Tactics in Practice is the first book that compiles practical approaches of the best practices from a range of practitioners on the subject of working with Stanislavski's 'objectives', 'obstacles' and 'tactics\"' The book offers instructors and directors a variety of tools from leading acting teachers, who bring their own individual perspectives to the challenge of working with Stanislavski's principles for today's actors, in one volume. Each essay addresses its own theoretical and practical approach, and offers concrete instructions for implementing new explorations both in the classroom and in the rehearsal studio. An excellent resource for Acting and Directing instructors at the university level, Directing and Theatre Pedagogy students, high school/secondary theatre teachers, and community theatre leaders, Objectives, Obstacles, and Tactics in Practice serves as a resource for lesson planning and exploration, and provides an encyclopedia of the best practices in the field today\"-- Provided by publisher.

The Lee Strasberg Notes reproduces the original teachings of a unique voice in actor training, for the very first time. It is a stunning document in the history and ongoing practice of Strasberg’s Method. Compiled and edited by Lola Cohen, the book is based on unpublished transcripts of Strasberg’s own classes on acting, directing and Shakespeare. It recreates his theoretical approach, as well as the practical exercises used by his students, and brilliantly conveys his approach and personality. The book features Strasberg’s teachings on: • Training and exercises • Characters and scenes • Directing and the Method • Shakespeare and Stanislavski • The theater, acting and actors. Including a Preface by Anna Strasberg and a Foreword by Martin Sheen, this illuminating book brings the reader closer to Strasberg’s own methods than any other, making it a phenomenal resource for students, actors, and directors. Lola Cohen has taught acting for over twenty years at the Lee Strasberg Theater and Film Institute and NYU's Tisch School of the Arts Acting Program. As an actor she made her film debut in Renaldo and Clara in 1975, directed by Bob Dylan. She was SUNY - Ulster Artist in Residence in 2009. \"For the actor, The Lee Strasberg Notes are an indispensable companion.\" –Johnny Depp \"I always think upon Lee Strasberg with warmth, and reviewing his wisdom is a pleasure.\" –Francis Ford Coppola \"Reading The Lee Strasberg Notes re-kindled the first rush of excitement I felt about the possibilities of Acting. If you are an Actor—buy it.\" –Ralph Fiennes

Introduction Medical improvisation (improv) is gaining recognition as an effective method for enhancing communication skills among healthcare professionals. Successful implementation of medical improv training relies on dynamic refinement of curricula. In this project, we articulate a theoretically grounded framework for modifying a medical improv program that puts the focus on the crucial yet often overlooked process of curriculum refinement in this growing field. Methods We used the Collaborative Improvement Model [1] as a guiding framework for the curriculum revision. Our analytic approach involved a sub-analysis of quantitative and qualitative data collected as a part of the Alda Healthcare Experience (AHE) mixed-methods process evaluation including surveys, in-depth interviews, and observations. Quantitative and qualitative data were collected from key stakeholders of the AHE program including clinical co-facilitators, improv co-facilitators, and participants. Our analysis was guided by interpretive descriptive design, drawing on inductive and deductive approaches as well as quantitative and qualitative mixed-methods triangulation. Results Inductive analysis of co-facilitator interviews revealed four dimensions for interpreting the identified areas of revision: desirability (of the revision), feasibility (of the revision), triangulation (whether different sources of data are divergent or corroborated), and evaluability (whether the revision would confound the program evaluation). We illustrate how this framework is implemented through specific examples from our curriculum revision. Conclusion Our manuscript articulates a theoretically grounded framework for revising medical improv curriculum. This structured yet adaptable framework could be useful for curricular modification in other medical improv and experiential learning curricula.

Teaching Actors is the first book-length treatment of how actor trainers work and understand their work. Prior draws on history, literature and original research conducted across leading drama schools in England and Australia and devotes attention to the different ways in which teachers and students acquire and share knowledge through experience.

Robust evidence, including systematic reviews and recommendations from the 2016 Lancet Commission on Adolescent Health and Wellbeing, does not wholly support the unambiguous endorsement of peer-led community-based interventions. This study evaluated the effectiveness of an intensive three-day training for peer educators (PE) on dispelling myths and misconceptions about long-acting reversible contraceptives (LARCs) among Ethiopian youth. Post-training, PEs conducted demand-generation activities with their peers to encourage LARCs referrals. A convenience purposive sampling technique was used to select 20 health centers where peer educators referred clients: 10 each in Amhara and Tigray regions. The health centers were randomly allocated to the intervention (five) and non-intervention (five) study arms. Data were abstracted from the peer educators' monthly reporting forms over an 11-month period: 5 months pre-intervention and 6 months post-intervention. Analysis of family planning and LARCs referrals and chi-square tests of association were conducted. Odds of LARCs referrals at pre-intervention (0.96), fell to 0.83 for the post-intervention phase (p-value <0.6). Challenges, largely with data collection and reporting, may have exposed the study to Type II errors. We recommend focused and rigorous data collection in a multi-country 2X2 factorial design cluster randomized holistic intervention (service providers/clinic and PEs/community) trial to comprehensively determine effectiveness on demand for and uptake of LARCs among youth. Des preuves solides, y compris des examens systématiques et des recommandations de la Commission Lancet sur la santé et le bien-être des adolescents de 2016, ne soutiennent pas entièrement l'approbation sans ambiguïté des interventions communautaires menées par les pairs. Cette étude a évalué l'efficacité d'une formation intensive de trois jours pour les éducateurs pairs (EP) sur la suppression des mythes et des idées fausses sur les contraceptifs réversibles à longue durée d'action (CRLDA) chez les jeunes Ethiopiens. Après la formation, les EP ont mené des activités de génération de la demande avec leurs pairs afin d'encourager les renvois des CRLDA. Une technique d'échantillonnage pratique a été utilisée pour sélectionner 20 centres de santé où les éducateurs pairs ont référé des clients: 10 dans les régions d'Amhara et de Tigray. Les centres de santé ont été répartis au hasard entre les groupes d'intervention (cinq) et non-intervention (cinq). Les données ont été extraites des formulaires de déclaration mensuelle des éducateurs pairs sur une période de 11 mois: 5 mois avant l'intervention et 6 mois après l'intervention. Une analyse de la planification de la famille et des renvois aux CRLDA et des tests d'association ont été effectués. Les probabilités de référence aux CRLDA lors de la pré-intervention (0,96) sont tombées à 0,83 pour la phase post-intervention (valeur de p <0,6). Les défis, en grande partie avec la collecte de données et les rapports, ont peut-être exposé l'étude aux erreurs de type II. Nous recommandons une collecte de données ciblée et rigoureuse dans le cadre d'un essai d'intervention randomisé (fournisseurs de services / clinique et EP / communauté) de groupes de conception factoriels 2X2 multi-pays afin de déterminer de manière exhaustive l'efficacité des demandes de CRLDA chez les jeunes.

This phenomenological study reports an authentic collaborative project between students of acting and directing (AD) and students of Teaching English as Speakers of Other Languages (TESOL) in University Sains Malaysia (USM). The project, which is integrated and infused with features of authentic learning and creative drama education, aims to provide the AD students with new learning experiences that are authentic in nature and that focuses on their abilities to direct a full theatre performance. Using qualitative data collection methods (i.e., online reflections and open-ended items), the study identified and determined six meaningful learning experiences that the 29 AD students gained: (i) constructing, sharing, and utilizing knowledge; (ii) understanding roles as directors; (iii) identifying and solving problems; (iv) creating and building teamwork; (v) developing creativity in directing; and (vi) practising professionalism in directing. The paper also provides some guidelines for other practitioners and researchers to undertake similar projects in future and in other settings.

This article explores a therapeutic theatre project facilitated by an acting educator and an older woman living with mild dementia in regional Victoria, Australia. The co-created process utilised improvisation, storytelling, singing and puppetry to present a performance outcome. A qualitative Participatory Action Research methodological framework was adopted to examine the case study. The educator's notes, video recordings of the performance and a post-performance interview were analysed. Eight themes emerged: Structures and Processes; Tools used in Therapeutic Theatre and Drama Therapy; Personal Issues; Others/Peers Involvement; The Educator/Therapist; The Performance; Contexts; and Learning. This article contributes further evidence that people living with mild dementia can continue to pursue their learning goals in short-term community education courses.

Troubling Traditions takes up a 21st century, field-specific conversation between scholars, educators, and artists from varying generational, geographical, and identity positions that speak to the wide array of debates around dramatic canons. Unlike Literature and other fields in the humanities, Theatre and Performance Studies has not yet fully grappled with the problems of its canon. Troubling Traditions stages that conversation in relation to the canon in the United States. It investigates the possibilities for multiplying canons, methodologies for challenging canon formation, and the role of adaptation and practice in rethinking the field's relation to established texts. The conversations put forward by this book on the canon interrogate the field's fundamental values, and ask how to expand the voices, forms, and bodies that constitute this discipline. This is a vital text for anyone considering the role, construction, and impact of canons in the US and beyond.