Wow, it has been a LONG time since my last post. It’s been a busy summer: I moved (from Boulder, Co to Fort Collins, CO) to take a full-time teaching gig at Colorado State University’s Theatre Department, went on a two-week vacation on Lake Michigan (well, not technically ON it, but we swam in it!), and I’m also prepping two shows simultaneously that go up in August and October, respectively. I’m not complaining, work is a “good problem” to have, right? Very exciting, but moving is never fun…and as those of you who have moved a lot like me can attest: it takes a TON of time, both before and after the move.
That being said, I’m glad to finally be settled with my family and able to devote more time to H2R again!
We left off, way back in May, in the middle of my series on the best methods and biggest blocks for memorizing. This week, we are going to focus on the #4 most popular method for memorizing: chunking.
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Welcome to Week 3 of my continuing series on dissecting the biggest blocks and most popular methods for memorizing lines survey conducted weeks ago. This week, I’m talking about the #3 most popular method for memorizing lines, as reported in the survey: writing them out by hand & using flashcards.
Writing lines out by hand is a very useful way to memorize lines because, similar to reciting them out loud, you get DIRECT FEEDBACK. And that’s what we all want, right? It’s hard to lie to yourself when you can see the words in front of you. They’re either there, or they’re not. But this method also has it’s potential pitfalls. Things to know and watch out for:
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It’s week 2 of my continuing series on the most popular methods and biggest blocks for memorizing lines. This week, I’m breaking down the #2 most popular method for memorizing, as reported in this survey: working with a partner.
Now, don’t let the title of this post fool you. I’m not saying you don’t need an acting partner. That would be crazy. That’s one of the foundations of your craft. Even if you’re alone onstage, you have a partner or a target with whom you’re relating/connecting/acting/doing.
But oftentimes when trying to remember lines, actors feel like they absolutely HAVE to work with a fellow actor/castmate/classmate running lines with them. I’m not saying this is wrong, either. But if we dig into WHY a partner is important when running lines, we discover what the real need is…
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In last week’s post, I shared the results of a memory survey I conducted with college theatre majors detailing the most popular methods and biggest blocks for memorizing lines.
This week, as promised, I’m beginning the process of breaking down each individual answer. Today, I’m tackling the most popular answer in the survey: rote memorization. Let’s take a look…
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I recently conducted a survey of undergraduate theater majors at 19 universities across the country. I had two goals for this survey: First, I wanted to discover how students were actually approaching memorization and compare that to the proven principles and methods I had learned throughout my memory research. Second, I wanted to learn what limited or blocked those students from being able to do remember effectively and begin to generate proactive strategies. The survey was comprised of two simple questions:
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In the early phases of my own memory training and research, I encountered the work of two researchers consistently. Their names were Tony and Helga Noice. Tony is a cognitive researcher, actor and director and teaches theater in the department of communication arts and sciences at Elmhurst College. Helga is a cognitive psychologist, also at Elmhurst. They’ve been studying the correlation between acting and memory for decades. I first came across their work as part of my graduate school thesis concerning deliberate practice, expertise and expert performance. Since then, I have followed their work. And, today, I wanted to share it with you.
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There are five basic principles of learning that underlie almost any memory task you can imagine. These are:
Want to know an easy way to remember them? Just think of the acronym OVAMA (Obama with a ‘V’) and you’ll be all set…
Let’s take each principle one at a time to learn how to understand it, why it’s important.
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Happy New Year! I hope you had a wonderful holiday and are experiencing a sense of rejuvenation and optimism as you head into 2014! I know I am…
For my first post of 2014, I’m going to focus on the delicious language of Shakespeare. Shakespeare can be a blast to perform, but it’s not always the easiest thing to memorize. In fact, sometimes it can be downright maddening. But it doesn’t have to be. What would you say if I could teach you two simple steps that could enable you to memorize any list that you encounter in a Shakespeare play? Interested?
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There are three basic stages of remembering, and understanding these processes will take you a long way towards understanding how to improve your memory.
In general, you can break the process of remembering into three main steps: learning, storing & finding
Think of remembering like a file cabinet. If you had to create a document to file, you’d first write or type the information on a piece of paper (learning). Next, you’d file it in a cabinet under a specific, organized heading (storing). Later, when you needed that information again, you’d go back to the filing cabinet, look under the heading, and take the file back out (finding).
Wouldn’t it be amazing if you could do that with your lines? Well, if you read and tried out the method I taught in my previous post about memorizing the list of wars in An Iliad, you’re on your way already…
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Hope you all had a great Thanksgiving…
When I was an undergrad theatre major, I read voraciously. Scripts, journals, histories, theory. You name it, I was reading it. Whenever I would invariably come across an inspiring or thought-provoking quote, I made it a practice to write it down in a notebook. And if it was really good, I’d print it out on a slip of paper and tape it on my dorm room wall. By the end of a school year, my wall would be completely covered by quotes from a diverse array of artists and thinkers. I’d usually chuck them at the end of the year to make room for a fresh batch the following semester, but a few of them would manage to “stay on” the following year. And one stayed on the wall for all four years:
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