Archive for October, 2011

The Road Less Travelled By – or ‘So, You Didn’t Go to Drama School’…

October 31, 2011

Do you have to go to drama school to be an actor? Well, if you were under 25 and asking me that question, I would certainly recommend you to do so. Life is much harder if you don’t. There are not the same opportunities in the business to apprentice as there used to be. The repertory system has almost gone and the big companies don’t make it easy for you to ride up the ranks. More and more shows are looking for ‘names’ in order to fund their projects. So it is hard to break in.

An accredited drama school offers you three years of intensive practical training, putting in muscle memory and automatic techniques. It gives you are a rare opportunity to be brave, to fail, to experiment, to work in depth over a long time-frame and, at its best, sets you up for a lifetime’s work.

It also, in theory, helps you to get an agent through showcases, offers you some career advice (not usually enough), a little screen training (not usually enough), enables you to join Equity and The Actors Centre and, above all, gives you self confidence.  When they ask you where you trained, you can announce it with pride knowing you are part of an illustrious alumni and that the very fact that you were accepted into that school means that your prospective employer is guaranteed that you have talent and commitment. Having said that, it is still hard to break in!

But are there other routes? There are the lottery winners – the lucky few who are discovered in their sixth form school play, like Henry Cavill, who I coached on his first job on ‘The Count of Monte Cristo’ in 2000 and is now about to play Superman. Or the ones that the newspapers claim have been ‘discovered’ in H&M or on a beach in Cannes. There are many other young actors with whom I have worked on their first major films and who, through luck and talent, hit the big time: Keira Knightley, Milla Jojovich, Ed Speleers and Sam Riley (who was foolishly turned down by LAMDA and RADA). But they truly are lottery winners – what are the lottery odds? Many millions to one?

What else? What if you’d like to have gone to drama school but life got in the way, finances didn’t allow you to or you decided late in life. What if you are moving disciplines – I have worked with many sports people, singers, dancers and models who have moved into acting, having already been successful in their own fields and who bring with them valuable skills. What then? Well a very big percentage of working actors didn’t go to drama school or do formal training. They learnt on the job and supplemented it by doing workshops, short courses and individual training.

So what other training is around? There is the wonderful City Literary Institute www.citylit.ac.uk that offers great teaching at low cost and some evening and weekend courses. They are very popular and you have to apply the minute the new term starts taking applications. The only down side is that there will be a lot of second language speakers and not everyone is at the same level, but, nevertheless, it’s a marvellous second option.

Morley College http://www.morleycollege.ac.uk/departments/drama also offers a range of great classes with highly professional teachers, both ongoing and as workshops. Again, get in quickly as it is very popular. Like the City Lit, the training is highly affordable and can be done as evening and weekend courses.

I have always been London-based so I don’t know much about other regions but there may be other good FE colleges offering classes in your area. Check around.

If you have the money, you should consider a one-year postgraduate course at an accredited drama school. This could be ideal and some places like The Drama Studio http://www.dramastudiolondon.co.uk/ specialise in one-year courses – others offer MA degrees. But it is expensive, a year goes very quickly and, to be honest, the showcases are not so well attended by agents as the three-year courses. Most of the famous drama schools like RADA, LAMDA, Guildhall and Central offer summer schools and a few do evening classes, so you may find these useful to open up your training and to put a toe into the water to test whether you want to pursue the drama school post-grad option.

Once you are in the business, there are places to hone particular skills and do ongoing workshops like The Actors Centre http://www.actorscentre.co.uk/classes_members.asp  (where you will have to audition if you are starting out), The Northern Actors Centre in Manchester http://actorscentrenorth.org/ The Actors Guild www.actorsguild.co.uk, transmission workshops http://transmissionworkshop.com/ and Caravanserai http://www.caravanseraiproductions.com/

There are many excellent tutors offering one-to-one classes, people teaching individual techniques and so on. Try many things, by all means, but be very wary of signing up for ongoing classes at a non-accredited school. Some are fine and altruistic but many have shoddy teaching, uncommitted participants and are trying to exploit the hungry. So do your homework.

A full range of classes and teachers can be found in ‘Contacts’ published by Spotlight and in ‘The Actors Yearbook’ (Methuen) edited by Simon Dunmore (who vets his list). A word of advice – don’t get ‘hooked’ on one method or technique – there are a million ways to train. Keep flexible. And don’t get dependent on any trainer – a good coach should have one aim in mind – to let you eventually fly free, farther, and with a greater imagination than the teacher.

It’s hard to get an agent when you are starting out. (It can be difficult, even if you’ve been to drama school). Never pay an agent money. Bonafide agents charge a reasonable commission on work they get you.  Try to get a showreel together. Look on www.shootingpeople.com for low or no fee films and the film colleges for student films and try to get some good footage. Have it edited professionally and offer it to agents. Try to get something in a good fringe show where you can be seen and write to everyone. Make sure you are in Spotlight www.spotlight.com. It is where all professional actors can be found.

Some of the most successful people make things happen. As well as networking, doing enormous research and training and working on their craft, they set up their own projects. They mount shows in the Fringe (which can be expensive), take shows to the Edinburgh fringe, tour their one-person plays or get together with young filmmakers to make short films or low budget movies. They write scripts, direct others, teach (a great way to learn) and find a million ways to keep their passion alive. They usually have part time jobs going to support themselves as well.

It is not easy and it is not cheap, but if it is your passion and you have something to offer the market (after all it is a business as well as an art) then go for it for all you are worth. There are many paths to choose – you are selling a unique brand – you have life-skills and experiences to offer that can only enrich your work. And work is your best training ground. To be honest, a month’s solid work probably offers as much training as a year at a college. But you must be careful not to pick up bad habits that will limit you, so keep up a lifetime’s exploration too.

It is better to keep growing and to do on-going training all your life than to go to a three-year course at eighteen and then think you are trained and that’s it. In the best of all possible worlds you would do both, but if you don’t go the conventional route, you are in good company. So if that is how it works out, never feel you have to apologise for it or feel you have ‘cheated’.

And there are a few plusses about not having a conventional training. It makes you resilient. It makes you self-sufficient. Some kinds of training can make actors head-bound and beset by ‘rules’. They try to follow internal decisions, directing themselves as they go. That means they are not brave or spontaneous or ‘in the moment’.

It is only the unnatural side you need to train for – using words that aren’t your own, ‘hitting the mark’, learning text, vocal skills, freedom of movement and so on. And also to enrich your palette, learn your own patterns so you can find new possibilities and to keep growing. The ‘natural’ side, you’ve had since you were a kid – the ability to believe absolutely in an imaginary world and to really be in that world, feeling, reacting, trying to get want you want. That, no one can teach you!

The Insider’s Guide to Drama Schools

October 31, 2011

New guest blog on @IDSAblog  bit.ly/w4Xuh2

The Dashing Mr. Donat

October 20, 2011

Find my guest blog on Robert Donat, his views on acting and my acting notes on: http://wp.me/p1Sr2y-D

Concealing and Revealing

October 20, 2011

This blog on sub-text (with lots of clips!) is a guest blog on ‘The Great Acting Blog’ – find it here: http://thegreatactingblog.posterous.com/the-great-acting-blog-concealing-and-revealin

The Big Three: Differences between Stage and Screen Acting

October 5, 2011

SourceURL:file:///Users/annchurcher/Desktop/actingblogmark.doc

Screen acting and theatre acting have differences. Here are my big three:

 

The first and most important is often the last one that actors think about and yet the most crucial: In theatre, there is an audience. In film, at the moment of acting, there is no audience.

 

Sounds obvious. Yet understanding this will have a deep, subtle effect on your work. On stage, you always share with people out there in the darkness. There is interplay between you and the audience – the observers and the observed.

 

When filming, you are surrounded by technicians, but they are not your audience. Only a few key people like the director, the producer, script supervisor and sound crew are even wearing headphones to hear what you are saying!

 

The camera, certainly, isn’t your audience. It’s a recording device that will document your acting life. (Which will be cut and pasted at your director’s discretion and shown on a screen much later if you are lucky.) You must open yourself up to it, to be minutely scrutinised by it, but you ‘share’ with it at your peril. Once you help us to understand your subtext or the story, you will seem false.

 

You have to find your ‘real’ life and surroundings within this weird world full of cameras, microphones and people – to be a child again and believe, in the moment of acting, that there is no one else there but the other roles inhabiting this ‘reality’ with you.

 

You need to think hard at every moment and drive what you (in the role) need. But not add anything else. The camera will see your thoughts. Thinking (without ‘showing’) is enough and you have to trust it. You mustn’t add ‘sub-titles’. All you can do is ‘be in the moment’ of acting.

 

We will see genuine emotion. Your eyes literally shine with all the thoughts that light them up. Too often, this light dims when an actor is speaking learnt text. All the thoughts, memories and pictures in your head need to be as specific and extra-ordinary as they are in life. You need life and humour in your eyes. You must be as multi-dimensional and interesting as real complex human beings are – as you are!

 

 

Next – film is shot out of order. You may bury your lover before you’ve met them or murder your boss before the interview. Each scene is done from many different angles (or set-ups). The bigger the production, the more set-ups there will be. Each set-up can involve many takes and each take needs to be fresh and spontaneous. So film takes tremendous imagination and focus, not to mention, stamina.

 

I have a quick-tip for this. Take a pack of filing cards. Now write a card for each scene you are in, including the ones where you don’t have any dialogue. Write the scene number at the top of the card. Then put down where you’ve come from and, at the bottom of the card, put where you’re going to. Write who is in the scene with you and what you know or feel about them at this time. For example, is this before or after you’re pregnant? Do you know about the robbery yet? Then put down anything else that’s important – I’m feeling hungry, I’ve just run a mile, it’s a heat wave etc. Now tie all your cards together and you have a flick-book of your journey through the film.

 

Now when they pick you up at 5am and tell you you’re not doing scene 32 but scene 64 because the set blew down in the night, you won’t spend the next hour in a panic, thumbing through the script trying to find out where you are in the story and how bad your limp is!

You don’t need to write down your dialogue – that’s in your script. Why can’t you write these notes there too? Because, in a big film, that script will change a dozen times and you’ll end up with a rainbow coloured script of re-writes. You’ll never have the energy to keep transferring your notes. Also, it is bulkier than your little carry-around flick-book. And doing this work really makes sure you read the script thoroughly!

 

It will also be really useful if you have to re-do any lines afterwards in post-production. That is often months after filming and, by using the card, you’ll be able to get right back into the moment.

 

Which brings me rehearsal. Or rather the lack of it. There’s not much rehearsal for film – well, not as we know it in theatre. And, until you arrive on set for shooting, you may never have rehearsed with, or even met, the actors with whom you are going to play the scene.

 

You need to do a tremendous amount of preparation before you get to that set. But it must be the right kind. It is you ‘as if’ you were in that situation or living in that time. And that ‘as if’ could mean a complete change of physicality, depending on the life you’ve led in the role. You might be a medieval peasant or an astronaut. ‘Who am I?’ and ‘Where am I?’ must take the life you’ve led and the period into account. And you have to reach it organically through research, physical work and specific imagination. At a deep level, you have to, truly, inhabit that imagined world.

 

‘What do I want in the role?’ Your needs must be powerful and strong. These needs may be hidden to the other characters (that’s sub-text), but strong needs must drive you.

 

Beware of deciding how you get what you want or how you ‘say’ the lines.  If you plot a course or decide how to play the scene, you will not be open to react in the moment. Turn off the ‘director’ in your head. You don’t know what the others will bring yet. You need to stay open to all possibilities.

 

When you were a child, you didn’t say, ‘Now, I’m going to show you a character called Superman, who can fly’. You said, ‘I’m Superman! I can fly!’ and you must think like that with your roles.

 

 

*This is a slightly longer version of the block that first appeared in Mark Westbrook’s http://acting-blog.com Twitter: @Actingcoachmark

Mel Churcher www.melchurcher.com

melchurcher@hotmail.com

Twitter: @Melchurcher

Southern British Standard – Notes for Second Language Speakers (And US)

October 2, 2011

SourceURL:file:///Users/annchurcher/Documents/Teaching/RP%20extras.doc

‘S’ turns to ‘Z’ in most words with long vowels or those followed by ‘e’ (There are, as always, exceptions!) So ‘rise’ becomes ‘riZe’ ‘says’ becomes ‘sayZ’.

In English ‘V’ is a consonant and always made by pressing top teeth against bottom lip. It is always sounded when ‘V’ appears and never changes to ‘W’.

‘W’ is a semi-vowel made only with lips and never becomes ‘V’.

Southern British Standard English (RP)

www.melchurcher.com

melchurcher@hotmail.com

I am defining Southern British Standard English (RP) loosely as the sound used (in slightly differing forms) by modern speakers in Southern England who are not using a dialectical form (like strong Essex or Cockney) and who are not using various forms of ‘hyperlect’ RP or ‘posh’ (like ‘county’, ‘Sloane’, Royals). Like all accents, it changes with the times (and reacts constantly to outside influences) and whether the speaker is in a formal or informal setting. (We could also call it modern media RP. as it is the usual form for professional speakers who are not using a regional variant.) For second language speakers, it is probably the one to aim for, as even if the part requires regional speech, it is easier to move to that from RP)

WARM UP

Make sure you keep voice centred – warm up. Keep moving from your first language to English, checking pitch and connection doesn’t change. This is important as your first language is organic and later languages use the de-coding part of brain – you need to ‘centre’ them emotionally. (There is a short warm up below).

British English uses a very dropped jaw. Massage your face and release tension in your jaw.  Unclench your teeth. (You can practise a little English whilst your hands drop down the sides of your face releasing the jaw – you will hear a more English sound. Try this on ‘ee’ words – ‘need’, ‘steam’, ‘peer’. (Don’t use tension at the sides of your mouth – this will lead you towards Australian or South African English which uses a lateral stretch.)

PLACING

British English has a ‘forward placing’ (Unlike US and German which is further back.) Tip – put your knuckle and press it gently into alveolar ridge of gum (top palate behind front teeth) so you will feel where it has been when you take it out. Say a sentence with your knuckle there. Take your knuckle out and say the sentence again, sending the sound forward to the ‘tingle’ on your top palate. Feel your sounds are leaving you – release them.

Because of this forward placing – unvoiced sounds are aspirated i.e. – British blow air through ‘t’s, ‘k’s, ‘p’s etc. Put your finger an inch in front of your mouth and say ‘p’ a few times, feeling explosion of breath on finger.

SOUNDS

British English uses lip rounding for short ‘o’ (hot) long ‘o’ (home) short ‘oo’ (wood) long ‘oo’ (fool) ‘or’ (pour) but the tongue stays flat at bottom of mouth. It does not raise like it will on ee sound. (US English tends not to round – mouth more ‘letterbox’ shape).

Consonant ‘r’ is only sounded if it links to vowel: ‘r –at’, ‘m-arry’. Does not sound when at ends of words: ‘ca(r)’ ‘Pete(r)’. When words blend into each other (which they do in British English), the r is sounded if it bleeds into a vowel: ‘Mothe-r-and father’ but not if ‘r’ is followed by a consonant: ‘Mothe(r) says’ This is why sometimes British put in ‘r’s that aren’t there like: ‘idea-r of’ (This is not correct!). The British ‘r’ is made with the tongue curled towards the top palate (not with the lips) but the tip of the tongue doesn’t move backwards, like US ‘r’, so sound is more forward.

Have the feeling that you are really driving to the consonants. Another tip – put the end of a pencil between your teeth and say a paragraph – repeat without the pencil and feel consonants zinging. (This is because it is making the tongue work harder.) Especially watch end voiced consonants like d, v, m, n and z and make sure you sound them (don’t de-voice and turn ‘d’ into ‘t’ or ‘v’ into ‘f’ and if you have a Chinese background, watch the differences between ‘n’ and ‘ng’., ‘r’ and ‘l’).

With multisyllablic words, the British break on the vowel, starting the next section with a consonant: ‘ma-rry’, ‘Sa-tu(r)-day’, ‘fu-nny’ (US would break: marr-y, Sat-ur-day, funn-y) This means the consonants ‘ping’ out more as they drive the energy. This little point is quite important for sounding English!

‘S’ turns to ‘Z’ in most words with long vowels or those followed by ‘e’ (There are, as always, exceptions!) So ‘rise’ becomes ‘riZe’, ‘says’ becomes ‘seZ’.

In English ‘V’ is a consonant and always made by pressing top teeth against bottom lip. It is always sounded when ‘V’ appears and never changes to ‘W’.

‘W’ is a semi-vowel made only with lips and never becomes ‘V’.

Standard Southern British English has three ‘l’ sounds: ‘dark l’ (like US ‘l’) for end sounds: ‘pull’, ‘malt’. ‘Light l’ at beginnings and where ‘l’ kicks off a new syllable: ‘light’, ‘fully’. The third, ‘syllabic l’, is vanishing – it is where, for example, an ‘l’ is followed by a ‘t’ and no extra syllable is inserted – like ‘little’ (rather than ‘littal’ with a fully sounded ‘t’ and a schwa before the ‘l’, which is becoming common.) For a syllabic ‘l’, the tongue does not descend from its placing on the top palate for the ‘t until the ‘l’ is completed, so ‘t’ doesn’t release and air is blown out laterally at sides of the tongue. I would not worry too much about this as it is gradually dropping out of even Standard English. (US speakers do use a version of this but because ‘t’ is not aspirated, ‘l’ dark and the sound is further back, speakers seem to find it easier.)

The schwa is a neutral sound made when the mouth just opens without the tongue getting involved and a sound comes out. It is worth perfecting the British version of this neutral sound, as, in RP, unstressed syllables often become schwas. For example: the noun of ‘convict’ is ‘CON-vict’, the verb is: ‘c’nvict’. In the second version, the ‘con’ has become a schwa. The same happens to some small words (but not all, so you need to tune in your ear as to which ones do):

‘Give it to them’ (…but not to the others – i.e. it is stressed so the word stays as ‘them’) ‘Give it to th’m’ (there are no others, the word is not important and becomes ‘th’m’) ‘I’d like to b’t I can’t’ (the word ‘but’ is not important here, so it becomes a schwa.) Using schwas makes you sound like a native speaker.

STRESS

English is a stress and time based language. Only one syllable in a word is stressed. Again, there is no real rule, although two syllable nouns tend to have the stress on the first syllable: ‘TINker, TAIlor, SOLdier’ and two syllable verbs on the second: ExPORT (the noun would be EXport), deFEND, aTTRACT. We also try to squeeze words into the time-space pattern that has been set up. If you say, without thinking of the meanings, ‘love, loveable, lovability’, you will tend to speed up to try to squeeze the longest word into the time frame you have set up. This is a trick that poets (like Shakespeare) use to produce rhythm.

TUNE

Just as there is only one stress in a word, only one word in a thought block changes the tune to add stress. This is called the nucleus.

The tune or melody of a language is extremely important. Standard English tends to keep in a straight line, without changing pitch, until it reaches the most important word in the thought block and then it changes pitch on the nucleus, and staying there till the end of the thought-block. (I say ‘thought block’ rather than sentence, as there may be more pitch changes than one within a sentence, depending on what message you want to be received.) Other words may be stressed by emphasis but not with a tune change. The tune traditionally is downwards for a statement and upwards for a question. Recently this has been reversing but I do not recommend that. For example the traditional tune is:

‘Are you going to town’? Upwards – question.

‘I am going tomorrow.’ Downwards – statement.

Increasingly you will hear,

‘Are you going to town?’ Downwards as a statement – speaker doesn’t want an answer (Could be used if role is angry, dictatorial etc.)

‘I am going to town tomorrow.’ Upwards like a question – sounds insecure and as if asking permission (could be used if the role is really checking it’s OK, shy, insecure, not sure etc.)

No one is really clear why this is happening – it may be coming in from Australian or American tunes, but it doesn’t work with the rest of the our tune. It may be a sign of British insecurity. Anyway – I’m sure it will pass and it’s not very useful for actors or professional speakers if they want to seem interested or confident.

On which word the tune changes, gives us the sense of what is important in the sentence and affects the meaning.

If I change tune on the question and move upwards on ‘town’ then the point is that I want to know where the person is going.

If I move upwards on ‘going’ (I’ll then stay up till the end of the thought) then I’m questioning whether this excursion is going to happen or not.

If I move upwards on ‘you’ then someone else might be going.

If I start the rise on ‘Are’ then the whole trip is in question – is it on or isn’t it?

The more time a speaker has at his or her disposal, or when being socially polite, teasing or flirting, the more the tune may move around (also the more public it is the greater the tune-shifts than if it is private). There are more variants to tune than the two I have outlined. The more important or extraordinary the thought is, the greater the distance the tune will shift upwards or downwards. But, the more urgent the message is, the narrower the pitch band will be as the speaker wants to get the message across in the fastest time.

(Again General US English is different and has a straight tune but stresses more words within a thought block with emphasis but not necessarily by pitch change.)

TAGS

British English often tags onto the end of a sentence a little confirmation, ‘She isn’t going, is she?’ ‘You know that, don’t you?’ ‘You’d have thought so, wouldn’t you?’ These little tags have a downward inflection. So in the first sentence, the tune would rise on ‘going’ but fall on the tag ‘is she’. In the second, it would rise on ‘that’ and fall on ‘don’t you’, in the last example, it would rise on ‘so’ and fall on ‘wouldn’t you’.

The main point for Second Language speakers is not to go up and down too much without a sense reason! Find a speaker you like and listen a lot to assimilate the tune.

Useful sites: http://www.fonetiks.org/engsou7.html for listening to stress and tunes. (It also has some pronunciation pages.)

http://www.englishclub.com/pronunciation/word-stress-rules.htm  has some thoughts on stresses.

http://www.englishforums.com/content/promo/pitch-and-stress.htm is also an interesting site,

http://web.ku.edu/~idea/ is a great site giving voice samples: here some examples for you to listen to:

http://web.ku.edu/~idea/europe/england/england39.mp3

http://web.ku.edu/~idea/europe/england/england65.mp3

http://web.ku.edu/~idea/europe/england/england49.mp3

http://web.ku.edu/~idea/europe/england/england63.mp3

http://web.ku.edu/~idea/europe/england/england67.mp3

You will hear little differences between speakers. All of us pick up influences from other places. And yet, they would all be classed as Southern British Standard. That is why I always suggest that you pick one main voice you like as your source when working on accents.

There are pronunciation dictionaries. One of the best is ‘Longman Pronunciation Dictionary’ – author John Wells. (I was one of a team doing accompanying CD Rom for this many years ago!)

There are many more complex books on English pronunciation and structure, one of the best is ‘Gimson’s Pronunciation of English’ (Hodder Arnold Publication)

 

Warm Up (5 mins)

1. Shrug shoulders & let them drop.  Gently turn neck from side to side.  Check posture – shoulders free, neck lengthening out of back.

Lie on back.  (Or sit comfortably)  Relax feel movement of breath – abdomen releasing upwards up on in-breath, down on out-breath.  Fill in for a count of three feeling stomach rise.  Now consciously pull stomach down to the floor on out-breath trying to use up all breath (keep neck relaxed) – sh sh sh.  Relax stomach and breath will automatically drop in. Repeat again.  Do a few rounds. Alternate voiced and unvoiced fricatives.  Do the same exercise lying on your side.

3. Release jaw by putting palms at sides of face under cheekbones, slowly bring the down face letting jaw drop.  Massage face.

4. Put hands over ears and breathe through open mouth.  Hear breath. Now make breath silent.  Feel throat is open.

5. Hum gently up and down on NG going as high & low as possible.

6. Count 1-10 like a ventriloquist. Now count normally – feel freedom.

Cool Down (2 mins)

1. Sip luke-warm water.

2. Yawn gently & sigh.

3. Hum a tune gently.

4. Go up and down your range gently on NG.

Finally – Don’t lean forwards, breathe, think and never know what’s coming next!

(copyright Mel Churcher 2011)

Author ‘Acting for Film: Truth 24 Times a Second (Virgin Books) & ‘A Screen Acting Workshop + DVD’ (Nick Hern Books).


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