* old page, made when I was thinking about writing a textbook on theatre biomechanics [how to use it in Ethiopia?]
Acting2 year pages : 2005 & 2007 : 2008 : 2009 : 2010
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* one act fest

* students

* other "instructors" pages (classes directories)

... 2008 online/web-supported courses


AFTER 2009 : LUL pages : teatr.us

... web2.0 & vids

anatolant Web-Theatre : director2007

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From theatre
visual theatre dictionary/glossary

texts ONLINE through doc.google.com + slideshare.com


2009 and After = Lul Theatre

TOPICS: drama + comedy + postmodern + time + space + spectator + epic theatre + physical acting + mise-en-scene + commedia + chronotope + floor plan +
-- Theatre Theory and BM2 Files teaching
film acting:

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* TA

students page

Course Home
Study Materials
Related Resources ref.html
Image Gallery running video +


new? 2009: Lul Theatre
2003: Film600: Bad Theories, Wrong Subjects
2005: total directing & total acting
2008 : t-blog + beta.vtheatre.net online?

* Spring 2007 : THR221 Intermediate Acting *

"smart webpages" = web2.0

... Anatoly UAF - teaching + CLASSES directory pages.

assignments + homework + GROUP pages ...


* The Acting Block (quotes on this page) at Sonoma State "is the heart of the acting program. It is a four-semester cycle that assumes the actor has significant experience and mastery of a realistic acting style prior to entrance into the Block.
The Block meets four days each week from 9:30-11:50." (format for advanced actors or a weekend session "total theatre" for majors?)


tests on textbook (hometake paper)?

Electronic presence and activities (forum/group)

doc.txt (documents) directory files :


index * BM1 * BM2 * BM3 * BM4 * * 200X * Film Dir * Books * Theatre w/Anatoly * SHOWs * Script Analysis * Acting 101 * Directing * Russian-American Theatre (RAT) * Classes * VIRTUAL THEATRE * Plays * Anatoly's Blog *

BM Files

old pages @ film-north ... when to use them!


... I'm an instructor. Another page for myself!
How to use the webpages ...

... First, myself.

... web2.0 and video for acting classes.


I do not know, if my students use all the "service" pages I am making -- appendix, biblio, references... (see bottom). I do use it.

... textbook(s) "issue" --

new : 2007 (2005) and notes for the spring08 class?

other "instructional" pages : [list]

* acting1 -- http://act.vtheatre.net/students.html

* acting3 -- method ("instructors" page?)

* classes directory (new)... (old) = instructors page [ ... ]

theatre with anatoly (first directory) -- the time, when I thought that I could write textbooks... instructors page. Teaching Online: htmlgear + My WebTextBooks: Script Analysis of History -- script.vtheatre.net (sample)

[ service and research directories @ film-north ] Teaching Methods notes
Teach! http://afronord.tripod.com/classes/teach.html

Students Directory actors, directors [not updated]

subjects : scene study * actor's text * mise-en-scene * stage & chronotope * 5+ Approaches to Acting *
to think about...

http://www.sonoma.edu/performingarts/theatre/prog_acting_block.shtml -- interesting... [bold, italics -- AA] (see references).

Standards, Evaluations, Grades

We feel strongly that each student should be present every day and able to work in class to her/his top capacity. Our reasons stem from the course design that is a building of physical and vocal exercise upon exercise, skill upon skill leading to an increase of individual ability to bring an appropriate and artistically resonant stage life to a performance of dance or text. A missed day represents a missed opportunity, and a missed link in process building. We therefore assume that you will be present and on time, and that it is your responsibility to do so.

Our goal is to develop artists. To do so we want to train you to be lifetime learners, dedicated to your craft, the field you are training for, and to your own futures in those fields. We urge you to take responsibility for your own development, and are prepared to help you do so.


Your work will be assessed by the following criteria:

Being present 
Being actively engaged and fully committed to work of the class 
Individual growth 
Growth in ability  


Being Present: If you miss a class, nothing you could read, and nothing that anyone could tell you would be equivalent to being in the room with your classmates at that time receiving and processing the experiences of that day. For this reason, absences will affect your grade.

Because the knowledge and material that the class offers can be passed on exclusively with your body and spirit in the classroom with this group of teachers and colleagues, absences are not evaluated as "excused" or "not excused". Please talk with us about health or personal concerns that might be interfering with your class work. Your health and well‑being are very important to us, and we want to know relevant health issues that may be an obstacle to your being in class, and doing well in class.

Timeliness: Learning to approach acting work with rigor, discipline and sense of commitment to craft and to colleagues to build ensemble is at the heart of the intent of this class. To support these goals, it is in your best interest to begin the class with everyone in the room, together, at 9:30. Therefore, you will be expected to be in P.E. 1 and ready to work at 9:30. If you are arrive later than 9:40 you will not be allowed to take the day's movement/ vocal foundation work, without which you will not be allowed to attend the drama or dance section that day. If you arrive between 9:30 and 9:40 you will be counted as late. Lateness and absences will affect your grade.

Get to know what you need, and plan so that you give yourself time to feel present and comfortable by 9:30. The room will be open at 9:15. You may need to allow yourself time to arrive, dress, socialize and prepare.

These guidelines are in the best interest of your body as the class is designed to progress gradually and intelligently from the beginning. They are also in the best interest of the attention and commitment of you and your classmates.

Being actively engaged and fully committed to work of the class. The standards for these criteria are based on faculty assessment of how well you:

Leave behind what is past or future, and engage fully in the present moment in class

Bring an attitude of engagement and commitment to one another

Receive information with openness

Process information fully ‑ sensing, feeling and thinking

Act with full commitment and follow through

Enjoy your work: there is real pleasure to be found in committed, even difficult work that leads to positive results

GROWTH: the distance you travel form the starting point of the class to its conclusion based on your increase of comprehension ideas, improvement of skills, and development of personal artistry.

ABILITY: your level of actual achievement with regards to comprehension, skills, and artistry.

Evaluation of your growth and ability during the semester is based on the instructors' perception and assessment of your work in:

Fundamentals of Movement 
Acting craft 
Integration of specific materials. (i.e. integration of scanning and paraphrasing skills while in the Verse Drama Block 
Relationships with peers and instructors 
Each teacher you work with will give you a grade based on the above criteria and standards. Your final grade will be an average of Fundamentals of Movement, Voice work (if applicable,) and Acting Class work. Weighted percentages for grades are determined by amount of class time each Block instructor has with the Block each week. Typically, the foundation work represents 10% of the grade, while the acting class is seven hours, while 90% will be from acting instructors.
Grading standards are:
A = excellent work
B = good work
C = average work
D= poor work
F = failing
Tardiness and absenteeism are considered after grades are averaged, and grades are adjusted accordingly. After 4 absences, you can expect your grade to go down. Grades are a tool for measurement, not the thing being measured. If you work well, your grades will reflect your work. The opposite is also true.


You will be given the opportunity to meet with your instructors at mid‑semester to discuss how you are progressing in class, and to voice questions, concerns and perceptions of how we might do better working together as learners and instructors. This is an opportunity for an open conversation about how you might best approach your work in the second half of the semester. At the end of each semester, you will have another opportunity to meet with your instructors to discuss how the semesterís work has gone for you, and to identify directions you may want to be headed in future semesters. Written evaluations are also provided at these meetings. We normally do a group evaluation in finalís week of each semester.


[ Sonoma State University Performance Arts ] images
Lesson #
60 or 90 min

1. review (previous class)

2. overview

3. new key terms & definitions

4. monologues & scenes

5. issues & topics

6. questions, discussion, analysis

7. in class work

8. feedback

9. improv & games

10. reading

11. homework

12. online, journals

13. quiz




Class Project (after the midterm)

playsChekhov, Ibsen, Shakespeare

Actingland.com - Acting resources, career guides, and casting information.

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ReadSpeaker AudioFeed - Podcast of this blog


ACTING playlist

rate An online course supplement * Film-North * Anatoly Antohin * eCitations *
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biomechanics home: appendix * links * new * biblio * references * list * notes * faq * dictionary * glossary * popup * students * archive * flickr * acthome * virtual theatre domains * store-theatre * video * books * store-acting * google.com/group/acting2 * [ I ] [ II ] [ III ] [ IV ] calendar | * my live.com/theatre * Lul Teatr

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lecoq school Laboratory of Movement Study. > The body and movement > The body and space > Feelings and colour > Exhibition-cum-plays

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subjects : scene study * actor's text * mise-en-scene * stage & chronotope * 5+ Approaches to Acting *