From Suffering to Satisfaction in Method Acting
From Suffering to Satisfaction in Method Acting
摘要
We analyze the success of Konstantin Stanislavski＇s method of emotion memory in Western acting schools. We propose a path that, counter-intuitively, connects the emotional distress related to this method with an attachment to it. A chain of psychological steps explains this dynamic： the delegation of power from the actor to the director, emotional suffering during the training, rise of feelings within the dyad, and eventually rise of satisfaction. Our argument draws especially on interdisciplinary research on athlete-coach relationships in sports psychology while also suggesting wider application to educational psychology and psychotherapy.
参考文献17
-
1Benedetti, J. (1990). Stanislavski: A biography. London: Methuen.
-
2Benedetti, J. (2008). Stanislavski: An introduction (4th ed.). London: Methuen.
-
3Bums, J. A. (2009). Identifying and assessing the elements of intentional infliction of emotional distress in sport. The Sport Journal, 12(4), n.p..
-
4Chekhov, M. (2005). The path of the actor. London and NewYork: Routledge.
-
5Gordon, M. (2010). Stanislavski in America. London and New York: Routledge.
-
6Huguet, S., & Labridy, F. (2004). A psychoanalytical approach of the coach-athlete relationship: Sport as a pretext of their meeting. Science et Motricite, 52(2), 109-126.
-
7Iso-Ahola, S. E. (1995). Intrapersonal and interpersonal factors in athletic performance. Scandinavian Journal of Medicine and Science in Sports, 5(4), 191-199.
-
8Jowett, S. (2008). What makes coaches tick? The impact of coaches' intrinsic and extrinsic motives on their own satisfaction and that of their athletes. Scandinavian Journal of Medicine and Science in Sports, 18(5), 664-673.
-
9Lippe, W. A. (1992). Stanislavski's affective memory as a therapeutic tool. Journal of Group Psychotherapy, Psychodrama and Sociometry, 45(3), 102-111.
-
10Lorimer, R., & Jowett, S. (2009). Empathic accuracy, meta-perspective, and satisfaction in the coach-athlete relationship. Journal of Applied Sport Psychology, 21(2), 201-212.
-
1张侠.最新双打入门—在各种不同情况下需要防守的区域 1[J].网球天地,2014(5):86-103.
-
2邹丽,陈月亮.ARCS动机模型在课堂教学中的应用探析[J].黄石理工学院学报（人文社科版）,2010,27(2):75-78. 被引量：21
-
3王璨.“难以避免的”与“可以选择的”——读《当我谈跑步时我谈些什么》[J].中学生百科（大语文）,2014,0(9):20-20.
-
4大侠.“防守区域”是基础[J].网球天地,2016,0(8):114-118.
-
5文麦平.高考语法填空题与课文学习之我见[J].广东教育（高中版）,2012(7):65-65.
-
6举重[J].体育科技文献通报,2003,11(6):49-49.
-
7罗平.浅谈初级定向越野的训练[J].中国高新技术企业,2008(20):256-256.
-
8李欣.ARCS学习动机模型在华文口语教学中的应用——基于调查研究的视角[J].世界教育信息,2015,28(10):18-22. 被引量：2
-
9常住治田,张君楠.Hal Method常住理论系列 一套神奇的不只对高尔夫有益的健身方法[J].世界高尔夫,2012(3):73-77. 被引量：1
-
10竞技体操[J].体育科技文献通报,2004,12(3):38-38.
