This dissertation presents a systematic study of how mindful attention operates onstage. The research stands under the Practice as Research (PaR) methodology model. It uses a multi-mode inquiry approach for developing, testing, and critically reflecting on how to elaborate a Mindfulness-Based Performer Training (MBPT). The research is conducted from the perspective of both practitioner and researcher. A contemplative pedagogy is developed to aid actors in enhancing their performance skills by helping them to self-regulate attention onstage. This takes the form of psychophysical actor training embedded with mindfulness techniques. The thesis describes an extensive practical research phase of workshopping (Schechner). Twenty-one MBPT workshops worked as prototypes, combining proven contemplative exercises with new material to instil mindfulness techniques in performers. Through the magnifying glass of self-reflection and critical examination of practice, a path is delineated to incorporate contemplative pedagogy in the actor-training arena in the context of higher education. Mindfulness-based interventions from the performance field and other related disciplines are critically analysed and revised to inform the research. The dissertation presents an original contribution to the field of actor training by offering the first dedicated mindfulness training designed specifically for actors. It details a multi-layered and dynamic model for mindfulness-based performance training. This model presents a conceptual apparatus from which to read the practice and is intended to be used by other contemplative performers to inform and illuminate their practice.
| Date of Award | 21 Feb 2024 |
|---|
| Original language | English |
|---|
| Sponsors | Fondos de la Cultultura y las Artes FONDART (2016) |
|---|
| Supervisor | Ben Spatz (Main Supervisor) & Deborah Middleton (Co-Supervisor) |
|---|