I believe motivation is both a unique and critical issue in teaching actors to be self-
directed. It is unique in that the teacher must motivate students to take on the task of
managing their own activities, and must then teach them to motivate themselves as an
essential aspect of continuing self- direction. It is also unique in that we are dealing with
adolescence; a dynamic and sometimes troubled stage in actors’ lives. Our efforts are
most successful when they are appropriate for the tasks their unfolding natures present
to them. Actors often begin SDL activities with enthusiasm and then “hit the wall” of
responsibility and become disheartened. This is discouraging both to learners and
teachers. It is critical to anticipate this possibility and be ready to respond to it as an
important teaching opportunity rather than as a sign that the program is failing or that
the student is hopeless. Finally, some learners will begin with prior experience in, and a
proclivity for, self- direction; others will arrive with little experience of personal
responsibility and a dependence on direction from others. Those not ready must be
identified quickly and given special guidance. As with any adolescent group, some such
learners will be especially difficult, and the teacher must be ready to respond
appropriately. Fortunately, the dynamics of the SDL process itself provides the teacher
with a framework for dealing with all of these issues successfully.
Actors and actresses are generally creative individuals who work well on their self
direction. As part of their education, they develop strong critical thinking skills necessary
for interpreting all of the different characters they’re called on to portray. A good
memory is also essential for actors because they must learn lines quickly. Actors tend to
be both effective speakers and good listeners. They need to accept constructive
criticism on a regular basis and be able to adjust to changing sets of expectations.
Many aspiring performers can benefit greatly from a formal college or university drama
degree program. Post-secondary drama programs can be found at almost every major
public and private college in the World, as well as at most community colleges. College
drama programs allow actors and actresses to acquire a wide range of performance
skills through classes in acting theory, theater history, stage production, dance, music,
and more, as well as acting. College productions also provide aspiring professionals a
chance to be seen by agents and producers who may be looking for promising new
talent.
Since A career in acting means overcoming a number of hurdles and developing a
strong set of skills necessary to succeed both on- and off-stage. Perhaps no other
profession presents a less straightforward path to success than acting, and anyone
pursuing that path needs to answer several questions along the way, including: Do I
need to earn a college degree or complete a formal education from a professional
acting school? How do I gain real acting experience? Is it absolutely necessary to shape
up your own potential while making best use of the practical training provided by
Universities enrolled into.