Relaxation techniques are used frequently in an actor’s world. The actor needs such a process to deal with performance nerves, audition nerves and to help free imagination, emotion and inner instincts. The actor believes daily experience gives him/her tools for performing. The use of relaxation exercises helps the actor slow down from daily activity and tension, thus enabling the actor to center in on emotions and gain control of them for use or to discard unnecessary binding stress. Relaxation puts the actor in a position of control rather than being controlled by stressful feelings. This effect is desirable because the actor has another life (the characters or performers) to deal with on stage, and imagination and concentration are required to enhance the character with new daily experiences. Distraction caused by daily life causes problems for the actor, such as loss of lines, lack of cooperation with other actors and personal sense of failure. Being relaxed helps the actor more readily work successfully.
Relaxation is used for bodily awareness. Nervous tension is a problem that the actor needs to be aware of. Nervous tension is a result of nerves and stress. Through relaxation the actor can become bodily aware of tension and the problems it creates. One example of a problem brought on by tension is nervous tension movement such as uncontrollable wringing of the hands when performing for a group of people. Other examples are being bodily stiff or the inability to move when performing. Once the actor is more aware of tension and its effects, the behavior can be deleted or it can be used for character enhancement. The actor now has a choice. When the actor actively chooses performance behavior, rather than being controlled by nervous tension, then the actor is in control rather than the tension controlling him/her. The actor can choose to wring the hands to show nervousness or appear stiff to portray shyness. The power of choice has been created through awareness. Awareness has been created through relaxation exercises.
The first and most crucial relaxation exercise consists of an imaginary trip. The students begin by lying flat on their backs and focusing on their breathing. The student should count silently to ten while inhaling and exhaling. (The teacher can count to ten out loud a few times to set the pace for the class.) This type of breathing enables the student to slow down mentally and physically. The teacher should talk in a basic tone, with a slow rhythm, guiding the students verbally through the tensing up and releasing of tension throughout the body. The teacher may begin with the toes progressing upward or the top of the head progressing down. An example would be: “Students tense your toes, breath, relax your toes.”*(See Lesson Plan) After guiding the students through this process the next step is to guide the student through an imaginary trip. Explain to the students that the trip is in the mind only and minimal movement is acceptable but extensive movement will disrupt the relaxed state. An imaginary trip is included in the lesson plan. The muscle relaxation technique can also be used without the imaginary trip after the completion of the exercise 2 or 3 times.
The use of this exercise should be explained to the students as a tool to use when developing their monologues or when working on characters. It is also a tool to help gain control of nervousness. The simple act of breathing slowly and with great awareness can give the student control again in a moment that lacks control. The teacher can use the exercise to help students begin to make choices in life. The old count to ten with breathing and then thinking will help the student learn to behave more rationally in irrational times.
The length of time devoted to the relaxation portion of the unit can vary. After the completion of the first technique two or three times as a class the students will be prepared for Phase II and Phase III. Mastery of relaxation could take a lifetime, so the teacher may want to return to this phase even after having moved forward into Phases II and III. It is the beginning of the unit, but should not be left behind when the students have gone through the phase.
Even the student who does not master this exercise will still reap some of its benefits. The idea is that without the pressure of actually going through therapy, the student will learn, slowly but surely, to transfer the control offered to help them as performers into control of everyday life situations. Just as the actor assesses unwanted behavior in a developed character, the students can begin to recognize unwanted behavior in their own lives and start to find ways to make new choices in situations where previously they may have reacted without forethought. Relaxation helps the imagination, strengthens the performer, puts ideas into perspective, and is the stepping stone to performing in life as well as on stage.
Lesson Plan I: Relaxation with Imaginary Trip
Objective Students will learn to actively take part in relaxing themselves physically and mentally. Students will learn to become aware of specific thought processes through relaxation exercises.
Materials Needed
Mats or towels (optional for students to lie on)
Procedures
1.
|
Explain to students they will be doing a relaxation exercise. It will help them act (on stage) and exercise their imagination.
|
2.
|
Have students lie flat on their backs with legs flat or knees bent. (their option)
|
3.
|
Tell students to close their eyes and that no looking around or talking should be done during the relaxation exercise.
|
4.
|
Have students focus on their breathing by saying something like: “Focus on nothing but breathing, feel the air going in, feel the air coming out. Concentrate on the sound of your breathing, notice if you are taking slow or rapid breaths. Try to release all the thoughts from your mind while exhaling.”
|
*5.
|
Tell students to continue to be aware of their breathing and to listen to the directions given by the teacher.
|
*6.
|
Now the teacher will begin giving directives to the student for body relaxation. Example lead in: “Now I will guide you through relaxing the entire body. Tense your toes, breathe in, release the air and tension in your toes. Tense your feet, breathe in, release the air and tension in your feet.” As students and teacher become more familiar the guiding can be simplified to: “Tense (guide word) and breathe and release. Using these guide words, toes, feet, ankles, calves, thighs, buttock, pelvis, lower back, upper back, shoulders, neck, chin, lips, face, scalp, entire head, students are lead through complete muscle relaxation.
|
7.
|
Tell students to continue to breathe and be aware of any body tension being released. Tell students to do this on their own while following in their minds the imaginary trip. Example Imaginary Trip: As you are lying on the floor, suddenly you realize it is sand beneath you not a floor. Then you realize the sun is on you and you are hot, very hot. The sand you are lying in is warm and the sound of the water is in the background. The heat is almost unbearable, you try to move and cannot. (Now give students a few moments to absorb this much.)
|
|
|
*Finally, you are able to move and slowly you make your way to the water to cool off. What color is your water? Blue, green, blue/green. Is it clear or dark? You look around and realize you are on an island. What type of trees does your island have? Palm, oak, etc. . . . Are there animals? What sounds do you hear? Do you hear birds, wild animals, bugs, wind, etc. . . . You see a raft over by the shore and you get into it. What color is it? Is it made of logs, wood or rubber? You get into the raft and lie down and begin to float. Feel the water underneath you. What does it feel like? Is it soothing or unsettling? You are very tired so you lie serenely on your raft. Suddenly you realize you are lying on the floor again.
|
8.
|
Tell students to take their time getting up and make sure all are awake as some may have fallen asleep. Evaluation should begin immediately with the students grouped together.
|
*See essay portion for further clarification or information.
Evaluation
Group Discussion.
-
Were you able to feel relaxed and focus on the imaginary trip?
-
Did your mind wander?
-
What did your island look like?
-
Did you decide why you were there?
-
How do you feel right now?..More relaxed, the same, a little different?
-
What color was your raft and what was it made of?
-
Students should show some proficiency the first time they attempt this exercise. After a few times look for increased ability. The island trip can be used again, expanded on or new trips may be developed. Make sure new trips are of some sort of relaxed nature at the onset.